Exploring Appropriate Interventions: Early elementary students identified with phonological disorder

1
Exploring Appropriate Interventions Early
elementary students identified with phonological
disorders
2
Todays Learning Objectives

• I have developed an understanding of the
  difference between developmental speech disorders
  and phonological processing disorders.
• I feel I can identify students in my class who
  have phonological processing disorders.
• I feel I have several techniques to help students
  in my class listen to sounds.
• I feel I can use cues in my class to facilitate
  the development of certain sounds.

3
SPEECH SOUND DEVELOPMENTDevelopmental Delays vs
Phonological Processing

• How sounds develop
  
• Children develop sound rules
• CVCV (reduplicated diminutives)
• Syllables
• Initial / Final consonants
• Back Sounds vs Front Sounds (e.g., can vs. tan)
• Blends (consonant clusters) (e.g., spoon)
• Continuants or long sounds(e.g., s, z, f, sh)

4
SPEECH SOUND DEVELOPMENT

• Order of Speech Sound Acquisition in Children (By
  Age)
• 3 years m, n, h, w, p
• 4 years d, g, t, f, b, k
• 5 years y, ng
• 6 years l, j, sh, ch, wh, zh
• 7 years r, s, z
• 8 years v, th, blends
• The list above shows at what age 90 of boys and
  girls can articulate the English
• consonants correctly, whether they are at the
  beginning, middle or end of a
• syllable. Vowels are typically correctly
  produced by the age of three.
• Note All children do not develop at the same
  time and in the same way, so we
• cannot expect 100 correct speech from every
  child in the primary grades.  If you
• havequestions about this or other speech/language
  milestones, contact your
• schools speech-language pathologist.

5
Articulation Disorders VS Phonological Disorders

• Articulation/placement disorders
• Easy to understand
• Few sound errors typically involving 1 or 2
  sounds
• /w/ for /r/, /th/ for /s/, /f/ for /th/, /w/ for
  /l/, slushy s
• Phonological processing disorders
• Difficult to understand
• Many sound errors / Leaving out whole rules
• Typically
• leaving off syllables (nana for banana),
• Leaving off final consonants (ca for cat),
• Leaving off sounds in blends (poon for spoon)
• Stopping replacing short sounds for long sounds
  (tick for sick, pun for fun, doo for zoo)
• Fronting replacing front sounds for back sounds
  /t/ for /k/ (tan for can) or /d/ for /g/
  (do for go).

6
ExamplesArticulation Disorder (w/r)

• Aftow wecess, its time to go to the libwawy and
  listen to a stowy on the cawpet.
• Things to consider
• How many sound errors are involved?
• Is this student easy/difficult to understand?

7
ExamplesPhonological Processing Disorder
(stopping /t/ for /s/ /d/ for /z/)

• My baby tidder fell down the taird and got teven
  ditch-ed on her tomach and her fate
• Things to consider
• How many sound errors are involved?
• Is this student easy/difficult to understand?

8
Other Common ExamplesPhonological Processing
Disorders

• Fronting replacing front sounds for back
  sounds (/t/ for /k/ /d/ for /g/)
• e.g., Tan I doe to the bathroom?
• Cluster Reduction reducing one or more
  consonants in a blend (/p/ for /sp/ /t/ for
  /st/)
• e.g., I see tars in the kye

9
Less common casesOther Disorders

• Ruling out other disorders
• Apraxia
• Dysarthria

10
What happens if we leave children with artic. and
phono. disorders alone?

• Possibilities include
• reading difficulties
• spelling difficulties
• social difficulties
• 
  http//www.sedl.org/reading/framework/welcome.swf

11
Targeting Sounds in the Classroom

• The following tips can be incorporated into your
  classroom to encourage listening and correct
  production of sound(s) throughout the day

12
LISTENING

• Listening for Environmental Sounds
• Sound walk
• Sound search
• - Around the room
• - Using a tape recorder/ computer
• - In a bag

13
LISTENING
Listening for Environmental Sounds

• Listening for Environmental Sounds
• Sound sequence
• - Start with matching one sound to one animal
  or object then move to two or three sounds
• - Then have the students say the sequence
• - Then have the students listen to the sequence
  and put the animals/objects out to show you the
  sequence
• A visual, showing the students where they should
  start and where they should end the sequence, may
  be beneficial.

14
LISTENING

• Listening for Speech Sounds
• When presenting speech sounds, talk about how to
  make the sounds where tongue, teeth, lips, and
  palate are where the air comes from if voice is
  on or off
• Talk about if the sound is long or short, front
  or back

15
META-phon activity

• Sorting Phonemes by Manner (short sound/long
  sound), Place (lips, lips teeth, etc.), and
  Voicing (voiced/unvoiced).
• Circle the phonemes that have a voice
• b, p, m, f, v, w, th, th, n, t, d, s, z, l, r,
  ch, j, zh, sh, y, ng, k, g, h

16
META-phon activity

17
Using Cues to Facilitate Sound Development

• Many children benefit from auditory (hearing),
  visual (seeing) and tactile (feeling) cues to
  help develop their awareness of sounds.
• Cues can be used at all times (while students are
  listening to sounds, when presenting sounds,
  while encouraging correct production of sounds).

18
Visual Cues

• Consist of hand gestures (i.e. animated literacy,
  visual phonics, LIPS) as well as general cues
  such as Look at what my tongue is doing.
• A mirror is a great way to provide additional
  visual input!!!

19
Visual Cues E.g., Visual Phonics

• K To produce this hand sign, G To
  produce this hand sign,
• jerk your cupped hand forward hold
  your thumb and forefinger together
• once.
  horizontally, then slightly open them.

20
Visual Cues E.g., Visual Phonics

• S To produce this hand sign, Z
  To produce this hand sign,
• draw the symbol (illustrated above) draw
  the symbol (above) in
• in the air with your forefinger,
  the air with your forefinger.
• moving outward from your mouth.

21
Auditory Cues

• Primarily consist of verbally describing what the
  articulators need to do in order to produce a
  specific speech sound.
• /th/ - Tell the student to put his tongue between
  his teeth and to make a long sound by blowing.
• /v/ - Tell the student to put his top teeth on
  his bottom lip and to make a long sound by
  blowing.
• /l/ - Tell the student to place the tip of his
  tongue against the ridge behind his top front
  teeth. Encourage him to spread his lips and
  smile when he says the /l/ sound.
• /sh/ - Tell the student to push his lips outward
  to make a fat, long sound.
• /r/ - Tell the student to pull his tongue up and
  back and say r-r-r-r. Ask him to growl.
• /k/ - Tap your cheek by your ear (visual) and
  remind the student to put the back of his tongue
  up to the roof of his mouth. /k/ is a back
  sound.
• /f/ - Tell the student to touch his bottom lip
  lightly with his top teeth and blow. Remind him
  that /f/ is a long sound.
• /s/ - Tell the student to put his tongue up on
  the bumpy ridge behind his top front teeth,
  smile and make an /s/. Remind him that /s/ is a
  long sound. Use additional cues such as Keep
  the snake behind the gate.

22
Tactile Cues

• Tactile cues allow students to gain additional
  information regarding a sound through feeling.
  These cues are used to supplement auditory and
  visual cues.
• /s/- slide your fingertip down a childs bare arm
  to represent /s/ as a long sound.
• /s, f, z, v, sh/ - pull a scarf through the
  students fingers as you say a long sound.
• /st/ - slide your fingertip down a childs bare
  arm to represent /s/ as a long as sound and then
  tap the childs wrist or palm with your fingertip
  to represent /t/ as a short or stop sound.
• /k/ or /g/- use your thumb and forefinger to
  touch the childs throat at the base of the
  tongue. This will provide a cue for placement,
  emphasizing that these are back sounds

23
LISTENING Speech Sounds

• Auditory Bombardment
• Auditory bombardment consists of providing
  students with repeated exposure to multiple sound
  targets. Remember to pair auditory, visual, and
  tactile cues with the sounds as you say them

24
LISTENING Speech Sounds

• Auditory Bombardment During Carpet Time
• Carpet time is a prime time to provide auditory
  bombardment of specific sounds to your students.
• Look for words in a selected story that have the
  target sound. Point to the letter. Emphasize
  the sound as you say the word. For example, if
  one or more of your students have difficulty
  producing the /s/ sound, you could select one of
  the following books at story time What the Sun
  Sees, Stone Soup, or Silly Sally.

25
LISTENING Speech Sounds

• Auditory Bombardment Throughout the Day
• Say and emphasize the sound by itself and in
  words as many times as you can in a week/day
• Say the students names with the sound of the
  day/week
• Look for opportunities throughout the day to
  emphasize the target sound(s). It is challenging
  to get in the habit, but your contribution to
  speech-sound/phonological development in the
  classroom is significant.

26
LISTENING Speech Sounds

• Auditory Bombardment Throughout the Day
• Listen for words throughout the day that contain
  the target sound and draw attention to it.
• For example, if the student has difficulty with
  the k sound you can say, Did you hear the
  back-sound in k-----ey?
• Remember to use Cues. For example, a visual cue
  may be pointing to your mouth to show the
  student how the sound is made as you say it
  (e.g., if the student has difficulty with the
  sh sound, you can show the student how your
  lips are pushed out while a steady stream of air
  flows out)

27
LISTENING Speech Sounds

• Auditory Bombardment Throughout the Day
• When a student produces a word incorrectly,
  repeat the word back to him correctly and place
  stress on the sound he said incorrectly.
• When the student omits a sound in a word, repeat
  the word back to him correctly, placing added
  stress on the sound he omitted.
• For example, if the student says pane for
  plane then you could say, Yes, that is a
  plane.

28
LISTENING Speech Sounds

• Auditory Bombardment Throughout the Day
• Prolong the speech sounds that the student has
  difficulty producing when you are talking to him.
  
• For example, if he has difficulty with the /s/
  sound then you should say You may sssssit over
  there.
• Pronounce words clearly, slowly and correctly
  when you speak. This will provide a good model
  for the student.
• As often as possible, try to look at the student
  when you are talking to him. This will allow him
  to watch your lips and tongue as you pronounce
  words.

29
LISTENING Speech Sounds

• Discriminating Between Different Sounds
• Listen for sounds in isolation
• hand game (teacher does it)

30
LISTENING Speech Sounds

• Listen for sounds in words
• initial sound rhyming hand game (teacher does)
• then student does using pictures learning that
  different sounds make different meanings
• initial sound rhyming bingo (teacher says words)
• initial sound rhyming bingo (student says words)

31
Listening for sounds in words E.g.,
Contrasting /t/ vs /k/ Book

• Directions
• When you get the opportunity, look through this
  book with the students. Talk about how sounds
  can be made in the front of the mouth (e.g., /t/)
  and how sounds can be made in the back of the
  mouth (e.g., /k/). After you read the words, ask
  the students which words have the back sound in
  them. Have the student practice the words, using
  the back sound.
• Point out words that have the back sound in
  them throughout your daily interactions with the
  students. Once they gets the hang of it, try to
  have them tell you words that have the back sound
  in them, as well.

32
Cool vs Tool Which one has a back sound?
33
Tar vs Car Which one has a back sound?
34
Key vs Tea Which one has a back sound?
35
LISTENING Speech Sounds

• Listen for sounds in sentences
• hand game (teacher says words)
• student says words with pictures

36
LISTENING Speech sounds

• Sequencing
• Sequence actions (ie animated literacy, visual
  phonics)
• Sequence letters
• Ask what the sequence of letters says
• Real word vs fake word
• Manipulating Sounds
• Changing first sound of names to sound of the
  day.
• Teacher does it with or without visuals
• Ask students what their name would be with a
  different first sound
• Make a sound sequence and ask the students to
  change one sound.

37
Feedback in the Classroom

• You may provide intermittent feedback without
  being critical.
• How about if I give you a crayon instead of a
  tayon?
• Sorry, I dont have a tayon. I do have a
  crayon
• Do you want a tayon or a crayon?
• NOTE only ask in this way if the student is
  capable of repeating the sound correctly.
  Otherwise, you are asking him to practice, a
  second time, incorrectly.
• Oops, I heard a tongue-tapper when you said
  tayon. Its tricky using the back sound to say
  c- c- crayon. Keep trying. You will get it. It
  is important to be as natural as possible.
• Do not demand that the student repeat the word,
  but praise him/her when s/he does.

38
Feedback in the Classroom

• Say to the students they are teasing you if they
  say words wrong
• Oh you dont need a tea for the door you need a
  k- k-key for the door, right? You cant open the
  door with tea. Thats a drink / thats a
  letter!!
• Another example of a helpful verbal interaction
  to provide auditory stimulation might be
• CHILD My tat.
• TEACHER Yes, your cat has brown ears.
• CHILD and a taio.
• TEACHER Yes, he has a tail too.

39
Feedback in the Classroom

• If the student produces the target
• sound correctly, have a BIG celebration!
• It will become important to look for
  opportunities throughout the day to emphasize and
  reinforce correct production of target sounds.
• It is challenging to get in the habit, but
  remember your contribution to
  speech-sound/phonological development in the
  classroom is very significant!!!

40
Questions

• Contact information
• bmichalchuk_at_srsd119.ca
• Please feel free to e-mail me if you have any
  further questions or would like copies of any of
  the presented material