Articulation Therapy Phonetic Intervention

Articulation Therapy Phonetic Intervention
Used with children and adults References Resources Freebies “Many Therapy Ideas” (phono-tx) Assessment Articulation assessment Stimulability assessment Transcribe whole words Copyright © 2011 Caroline Bowen

Copyright © 2011 Caroline Bowen
Background Some children present with more than one error-type. Separating “phonetic” from “phonemic” approaches may help us think clearly about the level at which we are working. In practice phonological therapy, articulation therapy and perceptual therapy aren’t always totally distinct. 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 (with cues) Auditory discrimination training Drill Drill-play Copyright © 2011 Caroline Bowen

Cue cards: pictures and phonemes
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… 19 November, 2018

CUE CARDS Use imagery the child understands
f sh The “be quiet noise” is /ʃ/ The bunny rabbit noise is /f/ 19 November, 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 19 November, 2018

VC syllable and word drills
V + stop (vowel plus p t k b d or g) Copyright © 2011 Caroline Bowen 19 November, 2018

Artic Chipper Chat Single word production drill

Speech Sounds on Cue Single word production drill

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 19 November, 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 19 November, 2018

I want an ice-cream cone.

Articulation Therapy Phonetic Intervention

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