Traditional Articulation Therapy “Phonetic Intervention”

Traditional Articulation Therapy “Phonetic Intervention”
What constitutes the so-called 'traditional' approach to 'articulation therapy'? There is no single definition, for indeed a number of beliefs and practices may be involved, and the term clearly means different things to different people, depending on what they thought was generally done. Copyright © 2011 Caroline Bowen

Copyright © 2011 Caroline Bowen
Procedures Some of the procedures that have characterised assessment and intervention for functional speech disorders, and which may be considered by many SLPs/SLTs to embrace 'traditional' approaches, were described by Powers (1971). Powers maintained that the 'stimulus methods' developed and described by Travis (1931), had remained the core of the majority of treatment methodologies used by speech-language pathologists. Powers began her therapy with auditory discrimination training. A sound was identified, named, discriminated from other speech sounds, and then discriminated in contexts of increasing complexity. Copyright © 2011 Caroline Bowen

Hallmark sequence Permutations of the traditional approach, always putting discrimination of sounds produced by others first, are to be found in Berry and Eisenson (1956), Carrell (1968), Garrett (1973), Sloane and Macaulay (1968) and of course, Van Riper (1978 p. 179), who wrote: "The hallmark of traditional therapy lies in its sequence of activities for: identifying the standard sound, discriminating it from its error through scanning and comparing, varying and correcting the various productions until it is produced correctly, and finally, strengthening and stabilizing it in all contexts and speaking situations." Therapy resources designed for the administration of traditional approaches to speech therapy for children's speech sound disorders continue to be published, some incorporating aspects of other programs and methodologies, and some with evidence of internal development. Copyright © 2011 Caroline Bowen

Therapist as teacher Adopting the role of teacher, the therapist guides the child through a series of carefully sequenced and graded steps, usually one phoneme at a time. The procedure starts with ear training, and goes on through increasingly complex production contexts. Finally the phoneme is used in spontaneous conversational speech, and the emphasis moves to self-monitoring. The child takes a "passive learner" role, with active exploration and processing of the sound system not specifically encouraged. The approach, rather than being communication centred, is "therapy" centred, with the child learning what the therapist sets out to teach. Copyright © 2011 Caroline Bowen

Evidence Following the example of the medical profession, published evidence of the success of traditional approaches has been mainly in the form of case illustrations and clinical descriptions (for example, Powers, 1971; Travis, 1931; Van Riper & Irwin, 1959). Copyright © 2011 Caroline Bowen

“Regardless of their placement on the phonetic phonemic continuum, children with speech disorders require aspects of each in remediating their sound disorders. The focus on either the phonetic or phonemic aspects of sound production will vary depending upon the child’s learning needs. I believe that intervention that focuses on one aspect to the exclusion of the other will be limited in terms of longer intervention periods and/or in failure to generalize.” Williams, 2005 Copyright © 2011 Caroline Bowen

Target Selection Phonetic targets are sounds that the child is unable to produce or sounds for which the child does not have true stimulability. Likely candidates are /s/ and other fricatives, the affricates, /r/, /l/, /ð/ and /θ/, including “residual errors”. Copyright © 2011 Caroline Bowen

Intervention Procedures
Identify the standard sound. Discriminate it from its error. Vary and correct (“shape”) productions until it is produced correctly. Strengthen and stabilise it in all contexts and speaking situations. Van Riper (1978, p. 179). Copyright © 2011 Caroline Bowen

Intervention Activities
Therapy incorporates Phonetic placement Auditory discrimination training Drill Drill-play The following slides contain examples of the types of activities and materials employed. Copyright © 2011 Caroline Bowen

Cue cards: pictures and sounds
Say the speech sound not the letter name when providing cues. May need to explain this repeatedly. t s The dripping tap says t t t The snake sound is s… 16 September, 2018

CUE CARDS Use imagery the child understands
f sh The “be quiet noise” is /ʃ/ The bunny rabbit noise is /f/ 16 September, 2018

p z A buzzy be goes /z/ The popcorn noise is p p p
There is no “right way” to cue – use imagery that “means something” to child and family. p z A buzzy be goes /z/ The popcorn noise is p p p

ch m Say /m/, not “em” or “muh” Say /ʧ/, not “cee aitch” or “chuh”
Picture and phoneme ch m Say /m/, not “em” or “muh” Say /ʧ/, not “cee aitch” or “chuh”

C + /i:/ CV Syllable and Word Drills (consonant plus “ee”)
Copyright © 2011 Caroline Bowen 16 September, 2018

VC syllable and word drills
V + stop (vowel plus p t k b d or g) Copyright © 2011 Caroline Bowen 16 September, 2018

Game: Artic Chipper Chat
Single word production drill Game: Artic Chipper Chat Copyright © 2011 Caroline Bowen 16 September, 2018

CD - Speech Sounds on Cue http://www.mmsp.com.au
Single word production drill CD - Speech Sounds on Cue Copyright © 2011 Caroline Bowen 16 September, 2018

Single word production drill
Smart Chute Copyright © 2011 Caroline Bowen

Single word and short phrase production drill
sheep cape soup cup soap pipe rope top === sheep in a cap, sheep in a cape, sheep slurping soup, sheep with a cup… Copyright © 2011 Caroline Bowen 16 September, 2018

SPARC Revised, SPARC Artic Junior, SPARC for Phonology; SPARC R and S
Single word and sentence production drill LinguiSystems SPARC Revised, SPARC Artic Junior, SPARC for Phonology; SPARC R and S Copyright © 2011 Caroline Bowen 16 September, 2018

REFERENCES Berry, M.D., & Eisenson, J.(1956). Speech disorders: Principals and practices of therapy. New York: Appleton Century Crofts. Carrell, A.A. (1968). Disorders of articulation. Englewood Cliffs, N.J.: Prentice Hall. Garrett, E.R. (1973). Programmed articulation therapy. In D. Wolfe & D.J. Golding (Eds.). Articulation and learning. Springfield, Ill.: Charles C. Thomas. Powers, M.H. (1971). Clinical educational procedures in functional disorders of articulation. In L.E. Travis, (Ed.). Handbook of speech pathology and audiology. Englewood Cliffs, N.J.: Prentice-Hall. Raz, M. G. (2009). One clinician's streamlining of traditional articulation therapy. In C. Bowen, Children's speech sound disorders. Oxford: Wiley-Blackwell, pp Sloane, H.N. Jr., & Macaulay, B.D. (Eds.). (1968). Operant procedures in remedial speech and language training. Boston: Houghton Mifflin. Travis, L.E. (1931). Speech pathology. New York: Appleton. Van Riper, C. (1978). Speech correction: Principles and methods. (6th ed.). Englewood Cliffs, N.J. : Prentice-Hall. Van Riper, C. & Irwin, J.V. (1959). Voice and articulation. London: Pitman Medical Publishing Company. Copyright © 2011 Caroline Bowen

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