|
The Butterfly Procedure
'ee'
as in 'peep' or 'i' as in 'pip'
Talk about the
Butterfly Position
for the tongue, or the position the tongue is in when
you prolong the "i" in "pip" or the "ee"
in "peep". Point out to the child that the lateral margins
of the tongue are in contact with the teeth: like a butterfly with
its wings up. Older
children sometimes like and are amused by the imagery of a butterfly
assuming the "brace
position".
On the edge
Draw the client's attention to the
way the tongue edges (wings) press quite firmly on their teeth. You
might mention that "floppy edges" or "floppy wings"
let the air out sideways, while "strong edges" or
"strong wings" do not.
Groove
Help the
child to imagine the
midline of the tongue as the butterfly's body,
visualising the groove that forms along its centre.
Straight shooting
Tell them the
groove is there for them to "shoot" the air down, straight
out in front! It is there especially to guide the air in the right
direction for a super sounding ess. Use your hands to convey
the idea of "wings up", "wings firmly tucked in
against the teeth", and language such as, "a nice little groove where the
butterfly's body sits", and a "straight shot" of air.
Employ imagery to talk about "shooting straight" and
"shooting sideways".
Traditional
The butterfly procedure is
firmly rooted in the principles of
Traditional
Articulation Therapy. It is suitable to use with children with children 4 years and
over, and adults.
Self-monitoring
Early in therapy children must be taught the ability to hear
the error-sound, in this case the lateral /s/, when the therapist
produces it. Later in therapy they need to be able to recognise the
lateral-s when they produce it themselves. In other words, they must
be able to listen critically, first to the speech of another person,
and subsequently, to their own speech. Such self-monitoring can be
learned at a very early age.
Focused
Auditory Input
"Auditory training", or
focused auditory input can be a powerful adjunct to direct work on
eliciting the target sound and then producing it in increasingly
challenging speech contexts.
Oral
Motor Therapy & Oral Motor Tools and Toys
There is no need for
Oral Motor
Exercises (e.g.,
sucking and blowing exercises, drinking thick-shakes through straws,
etc), oral motor tools (e.g., horns, straws, etc) or oral motor toys
(e.g., toy whistles, trumpets, etc) in treating functional speech
disorders, developmental phonological disorders or developmental
apraxia of speech.
Ten
Easy (we hope!) Steps
Typically, therapy proceeds in
a series of steps. Allow the child not to feel rushed, and give him
or her time to master each step before proceeding to the next. Slow
and steady (usually) wins the race! There is no "correct speed" that
any of this should happen. Every child is individual, and of course,
that is why very rigid home programs that prescribe activities for
week 1, week 2, week 3 and so forth, can be so unrealistic, and
worrying for those who attempt to administer them without the
professional supervision of a speech-language pathologist.
Step 1
Model /t/ and
have the child imitate your production. Do the same with /t-t/, then
/t-t-t/ and then /t-t-t-t/. If the child is producing a schwa or
other vowel between the consonants, eliminate it if possible. Aim
for a "pure" sounding sequence of consonants.
If the child
"needs" a vowel to get from one /t/ to the next use "i"
as in "pip" (ti- ti- ti- ...) ) or "ee" as in "peep"
(tee- tee- tee- ...). Some
SLPs prefer "ee" because it creates a firmer
"seal" between the tongue margins and the teeth, and,
potentially anyway, this discourages lateral air-flow.
Step
2
Increase the rate
at which the child repeats /t-t-t-t/. Notice the subtle /s/ that
starts occurring between the t's. Point this out to the child in
your speech and in his/her speech. The sequence is now starting to
sound like /ts-ts-ts-ts/.
Step
3
The child will probably be unaware at this stage that the
little "under-articulated" /s/ is there. In this step,
tell the child to produce the /t/ and to let a little air come out
at the end of the sound. Demonstrate what you mean, without actually
instructing the child to produce "t and then s". Just
emphasise that you want to have "air happening" after the
/t/. Gradually "sharpen" the /ts/ thus produced, so that
it becomes obvious that there are two sounds, /t/ and /s/, being
articulated clearly. Once it's perfect, have the child practice
saying /ts/ until they can do it very easily. It is a good idea to
stay on this level for several days.
Step
4
Now it is time to put the /ts/ combination into real
words. Again using the vowels "ee" as in "feet"
or "i" as in "fit" to facilitate correct
placement, present the child with a practice list. For example,
"He eats meat, She eats candy, It eats grain, etc.; or,
"It's a boy, it's a man, it's a cow, etc. or, "It's good,
it's bad, it's tall, etc. In making up the phrases or sentences, do
not include other words containing /s/ or /z/. This means don't have
items such as "He eats pasta" or "It's a zoo" or
"It's silly".
Step
5
Being careful
not to rush, give the child other /ts/ words, IN SIMPLE SENTENCES,
WITHOUT OTHER S-WORDS, to practice saying (in the speech
clinic and at home) in short practice sessions of 5 to 7 minutes,
once, twice or three times daily. The practice periods can be
separated by as little as five minutes. When it comes to homework
some families find it easier to do a sequence such as this: practice-1 - read a story -
practice-2 - read another story - practice-3 - read a story.
Words might include: bits boats cats
dates fights gates goats hates hats jets kites lights mitts nits
warts.
Try to put the /ts/ word at the end
of the phrases or sentences, to make it easier for the child. For
example, many lights, many kites, many fights, many jets, many
mitts, etc; or, the men are in the boats, the sheep are in the
boats, the fish are in the boats, the deer are in the boats, etc.
Step
6
By now the /s/ the child is producing should sound clear
and "adult-like", and ready to separate from the /t/.
Without mentioning the tongue too often, instruct the child to
"say ts without moving the tongue, and then add an ess, like
this: /ts-s/. This may be difficult for the child at first, so take
it slowly and quietly and give plenty of support and encouragement.
Step
7
Determine whether producing /s/ SFWF (after a vowel) is
easier for the child, or whether producing /s/ as the first sound in
a consonant cluster is easier.
Children vary with regard to this,
with some children finding /s/ before a consonant, in a consonant
cluster such as /sp/, easier to say. If the child can ONLY manage
/s/ in clusters, start with /st/, thereby building directly on what
has already been achieved.
Production practice words might
include:
/s/ SFWF: ace bus
case dice face guess hiss Jess Kiss loose mouse nice piece race toss
worse yes us ice ace pass piece yes
/st/ SIWI: steam
stick stay stairs steps stag star stop stamp stone stork stoop sty
stir stool
The abbreviations SIWI, SFWF, SIWW,
etc are explained
here. There
are word lists
here.
Step
8
Provide practice with all s-clusters SIWI. Do not include
three-consonant combinations such as /str/ and /spr/ unless the
child achieves quick success with them.
Use practice words such as skin,
scared, slime, spot, smile, snail, etc.
In the same step, introduce st- and
ts- clusters SIWW, with production practice words such as master,
Betsy, instant, etc.
Step
9
Producing /s/ in the SIWI position
may be the hardest step
for the child (depending on the particular child, of course), but it should happen smoothly if the preceding steps
have been mastered. Practice words might include:
/s/ SIWI:
seal sit seat sock seed sum sick sun sing suit sail sew same soap sell
soak sack sold sad salt sip sauce sink saw sea sort sword side Sam-I-Am
Celeste
Step
10
Move on to /s/ SIWW using words such as: messy fussy
inside recent sausage guessing
Individualizing the
program and tailoring it to the particular child's needs, follow a
traditional
therapy hierarchy of activities in order to complete the
process of eliminating lateral /s/ (or palatal /s/) and establishing
standard production. Additional work on the voiced cognate /z/ may
or may not be required, depending on the child.
/s/ and
/z/ pictures
2 pages
/s/ SIWI
CLICK HERE FOR PICTURES AND WORDS FOR
seal, seat, sun, sack,
sold, sight, sip, sails, sip, C, sell, saw, sit,
sole, sign, sound, soot, socks, site, six, sauce, seed, sore,
sunny, sort, cell, sum, sing, suit, sew, sad, soap, soak, salt,
sink,
sea, sword, sigh, seven, surf, same, sell, safe, sieve, sand,
seagull, city, seaweed, singlet, sardines, saddle, sailor, soccer,
surprise, seahorse, singer, circus, sandal, CD's, sofa, salad,
celery, suitcase, sick
2
pages
/s/ SFWF
CLICK HERE FOR PICTURES AND WORDS FOR
bus, purse, gas, goose, face, nurse, horse, juice, house, case,
us, ass, race, rice, kiss, yes, nice, mice, octopus, guess, ice,
fuss, dice, Bess, Gus, hiss, ace, mouse, cross, S, peace, chess,
glass, mess, plus, grass, sauce, dress, space, voice
2
pages
/z/ SIWI, SFWF
CLICK HERE FOR PICTURES AND WORDS FOR
zoo, zebra, zero, zip,
zoom, zinnia, zither, z, Zach, Zoë, zap,
zone; knees, buzz, eyes, sneeze, cheers, chews, nose, boys,
cheese, bees, shoes, pies, prize, rose, stars, wise, jazz, trees,
hose, peas, cars, please, keys, choose
5
pages
/s/ +
stop Clusters
CLICK HERE FOR WORDS AND PICTURES FOR
top stop, tool stool, talk stork, team steam, take
stake,
tack stack, tar star, tick stick, pie spy, pit spit, peach speech,
pin spin, pot spot, pill spill, cat scat, car scar, core score,
cool school, key ski, soup stoop, seal steel, sack stack,
sick stick, sip skip, sails scales, "C" ski, sore score, scoop
stoop,
school stool, scar star, sky sty, score store, scamp stamp,
beet Beast, Bert burst, wet west, coat coast, goat ghost,
wait waist, net nest, pet pest, feet feast, vet vest
11
pages
/s/
Clusters SIWI
st, sp, sk, sl, sn, sm, sw
CLICK HERE FOR PICTURES AND WORDS FOR
top
stop, tool stool, talk stork, tack stack, take stake, tie sty,
team steam, tick stick, tag stag, tar star, ting sting; seal steel,
sack stack, soup stoop, sigh sty, sick stick, say stay, sir stir,
sand stand, sore store; pit spit, pie spy, pin spin, peach speech,
pot spot, pill spill, pan span, pain Spain, pine spine, park spark,
port sport; sit spit, sir spur, sigh spy, sort sport, seek speak,
soak spoke, sell spell, sign spine, soon spoon, seed speed;
cat scat, car scar, core score, cool school, key ski, Kate skate,
calf scarf, care scare, cab scab, cot Scot, can scan; sip skip,
sails scales, C ski, sore score, sat scat, sold scold; lamb slam,
lime slime, late slate, low slow, lip slip, leap sleep; sip slip,
sore slaw, sew slow, side slide; nip snip, no snow, nap snap,
nail snail, knees sneeze; sip snip, sore snore, sack snack,
sail snail, sew snow, soup snoop; mall small, mash smash,
Mac smack, mile smile, Moke smoke, melt smelt, mug smug,
mutt smut; soak smoke, sack smack; way sway, witch switch,
wing swing, wish swish, weep sweep, wet sweat, warm swarm,
wipe swipe, wheat sweet, weed swede; seat sweet, sing swing,
set sweat, say sway, seed swede, sell swell
More pictures
|
