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2006
Moderate and Severe
Speech Sound Disorders
A Master
Class by Caroline Bowen
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The
2008
Master Class Starts
HERE
This is a 2006 event
and some of the links may not work.
Resources
NO!
DO NOT UPLOAD ANY OF THE WORKSHEETS, 'SHOWS', ARTICLES OR
HANDOUTS ON THIS PAGE OR ON OTHER PAGES ON THIS SITE TO WEB SITES,
AND PLEASE DO NOT SEND THEM TO PEOPLE BY EMAIL. DO NOT
LINK TO THE DOCUMENTS THEMSELVES. TO DO SO IS A VIOLATION OF
COPYRIGHT.
YES!
YOU MAY SAVE THEM TO YOUR OWN COMPUTER, MODIFY
THEM FOR YOUR OWN USE, PRINT THEM AND GIVE THEM LIMITED
DISTRIBUTION, FOR CLINICAL AND EDUCATIONAL PURPOSES, AS HARD COPIES.
YOU MAY LINK TO THIS PAGE. THE LINK IS
http://speech-language-therapy.com/2006MC4R.htm
1.
Analysis of a Speech Sample
Independent and Relational Analyses 1 Page
This is a 1-page summary of the
various clinically useful analyses that can be performed
once a child's single word and connected speech samples have been
gathered.
2. Backward Build-ups
for polysyllables
A
therapy technique for multi-syllabic words
Backward build-ups have long been used used in
ESL and teaching (and in teaching children and adults other
languages too). Velleman (2003) advocates backward build-ups as a
therapy technique for multi-syllabic words,
especially with children with CAS. You start with as much of the end
of the word a child can say. This might even be ALL of the word
except the first syllable. Here are two examples.
dictionary
teach
and strengthen "arry"
THEN
teach and strengthen "shun-arry"
THEN
teach and strengthen "dick-shun-arry"
THEN
modify the stress and timing (prosodic features)
until you have dictionary
California
teach and strengthen "yuh"
THEN
teach and strengthen "forn-juh"
THEN
teach and strengthen "lee-forn-yuh"
THEN
teach and strengthen "callie-forn-yuh"
THEN
modify the stress and timing (prosodic features)
until you have California
3. Backward Chaining
(key, king)
Backward chaining is another
technique that has been around for a long time, and it can be used
to facilitate the production of two-syllable words in children who
only produce monosyllables. What you do is have the child produce
the second syllable first. For example:
king
words
KING-ta-
KING-ma-
KING-wa
etc.
and then "shift" the stress to get taking, making, waking,
etc.
key
words
KEY-mong
KEY-duck
KEY-hang
etc.
and then "shift" the stress to get monkey, duckie, hankie,
etc.
Provide simultaneous
models at first if necessary and then "fade" the model, Integral
Stimulation style, using DTTC if necessary. There are two sets of
pictures to use for this below.
King Words 1
Page
King Words 2 1
Page
Key Words 1
Page
Key Words 2 1
Page
4.
Chaining for SI stops (key, king)
It is quite common among speech disordered populations to find
children who can produce stops word finally (SFWF) and syllable
finally within words (SFWW) but not word initially (SIWI) and at the
beginnings of syllables within words (SIWW). This is particularly
the case for /k/ and /g/. A variation of backward chaining can be
used to address this difficulty. You use final velars that the child
can produce to facilitate initial velars. For example, using the
'King Words' and 'Key Words' above to elicit 'king' and 'key', rehearse:
MONG-key
DONG-key
BLING-key
etc.
Gradually reduce the
stress on the first syllable and "shift" it to the second syllable,
making it more and more prominent.
mong-KEY
dong-KEY
bling_KEY
etc.
Moving at the child's
pace, work towards
just mouthing or cueing the first syllable (silently) so that the
child is saying "key", on his/her own with a strong onset /k/.
Follow this up with
strings of:
key-keep
key-keys
key-keen
key-keel
key-quiche
etc
and then introduce other
vowels.
5. Communicative Styles
Adults can modify the way they talk to reticent children in
order for facilitate richer conversational exchanges. This is a
slide show for SLPs to use when "educating" parents, teachers,
and other adults about talking to children with speech and
language impairments.
Adult Communicative Styles 40
Slides
6.
Consonant Clusters
The resources that were in section 6 have been moved to
http://www.speech-language-therapy.com/txresources.html
7. Frequency of recasting
Look at #11 Modelling and Recasting, below, before viewing
this slide show. It is for SLPs to use in parent training.
Frequency of recasting
29 Slides
8.
Markedness
This is a 1-page explanation of the concept of implicational
relationships or markedness.
Markedness 1 Page
9.
Minimal Pairs Pictures
This section contains examples of minimal pairs pictures
using clip art. The
sheets were made in MS Word, using pictures from
Microsoft Clip Art
and Media and converted into portable document files files (pdfs)
using
Adobe Acrobat (the program, not the free reader).
The resources that were in section 9 have been moved to
http://www.speech-language-therapy.com/txresources.html
10. Modelling and Recasting
Here is the 2006 version of an old favourite. It is a
slide show for Speech-Language Pathologists to use when
communicating with parents and caregivers about children with
speech sound disorders. Colleagues are free to save it on their
own computers and to modify it to suit their own work
environments. If you do so, please acknowledge the
original work of the author.
SLIDE
SHOW for SLPS to share with FAMILIES and TEACHERS ppt
Modelling and Recasting 34
Slides
HANDOUT for FAMILIES
and TEACHERS pdf
Modelling and Recasting Handout
6 Pages
Please
note that the Quick Screener is a work in progress. Be sure you have
the most recent version (available on
THIS page)
11.
Quick
Screener
for SLPs
This is a child speech screening test for SLPs.
Download the stimulus pictures administered as a PowerPoint slide
show, the 1-page data collection form and the 1-page data analysis form.
QS SLIDE SHOW ppt
Quick Screener PICTURES
45
Slides
Stimulus pictures to elicit 46 words
QS DATA COLLECTION FORM
pdf
Quick Screener Data Form
for SLPs
1 Page
Phonetically transcribe the child's
elicited (if possible) word productions
and record other
important data on this form. July 8, 2006 revision
QS ANALYSIS FORM pdf
Quick Screener Analysis for SLPs
1 Page
Do a tentative independent and relational analysis.
12.
Quick Screener
for Teachers
A child speech screening test and
instructional slide shows for teachers are contained in this
section.
SLIDE SHOW for TEACHERS ppt
1. QS Teachers: Identification
26 Slides
This is the first of three slide shows for
Speech-Language Pathologists to use when communicating with
teachers about children with speech sound disorders. You are
free to modify it. If you do, please acknowledge the original
work of the author.
SLIDE SHOW for TEACHERS ppt
2. QS Teachers: Screening
16 Slides
This is the second of
three slide shows for Speech-Language Pathologists to use when
communicating with teachers about children with speech sound
disorders. This one relates to the QUICK SPEECH SCREENER FOR
TEACHERS. You are free to modify it. If you do, please
acknowledge the original work of the author.
SLIDE SHOW for TEACHERS ppt
3. QS Teachers: Communication
20 Slides
This is the third of three slide shows for
Speech-Language Pathologists to use when communicating with
teachers about children with speech sound disorders. This one
relates to the QUICK SPEECH SCREENER FOR TEACHERS and is about
talking to parents about referral for SLP assessment. You are
free to modify it. If you do, please acknowledge the original
work of the author.
QS SLIDE SHOW for TEACHERS ppt
Quick Screener PICTURES
45 Slides
These are the stimulus pictures for teachers to
use to elicit 46 spoken words. SLP and Teacher versions are the
same.
QS FORMS
for TEACHERS pdf
Quick Screener record
form for teachers
2 Pages
This is the teachers' record form
13.
Revisions and Repairs
The "fixed-up-one" routine is a
metalinguistic technique that enables adults to talk simply to
children about revisions and repairs. Scripts are provided to
families to introduce them to the technique. There is an
informational slide show, a handout, and 11 therapy work
sheets below.
SLIDES for The Fixed-up-one Routine 32 Slides
Fixed-up-one routine slide show - HOW TO DO IT AT HOME.
HANDOUT: The Fixed-up-one Routine 1 Page
Fixed-up-one routine handout - HOW TO DO IT AT HOME.
The other resources that were in section 13 have been moved to
http://www.speech-language-therapy.com/tx-self-corrections.html
14.
Target selection considerations
Target Selection Criteria from the Recent Literature
These suggestions arise from the
literature from the late 1990's to the 2000's.
Target Selection Criteria from the "Older" Literature
These guidelines arise from the 1970's to 1990's literature.
15.
Voiceless Affricate
The resources that were in section 15 have been moved to
http://www.speech-language-therapy.com/tx-facts-and-tricks.html
16.
Words
WEB PAGE
Word Lists (web page)
Picturable words
17.
Words and pictures
The resources that were in section 17 have been moved to
http://www.speech-language-therapy.com/txresources.html
18.
Yahoo! Groups
CHILD SPEECH
DISCUSSION for SLPs
phonologicaltherapy
Phonologicaltherapy is a listserv (discussion
group) for clinicians, including student clinicians, speech and
language researchers and university teachers. Most participants are
Speech-Language Pathologists and Linguists. Members explore
theoretical and research issues related to developmental
phonological disorders, childhood apraxia of speech, and other
childhood speech sound disorders, and their clinical management.
Interested consumers are welcome to join. Note that the group is for
professional discussion not consumer advice and support.
CHILD SPEECH
RESOURCES for SLPs
speechfiles
Speechfiles is an extensive collection of child speech resources of interest to members of
the phonlogicaltherapy group (see above). It was created in February
2006 because we
were about to exceed our 20MB storage capacity on our main page. It
is not a discussion group.
ABOUT
THESE TWO LISTSERVS
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