Hodson's Cycles Approach (Ch.8)

Question 1

VI. HODSON’S CYCLES APPROACH (emphasized on exam!)**

• A. Introduction
• General Procedures

1. ___________—use of auditory, tactile, visual cues to ↑ awareness of target sounds
2. ____________ training —produce correct sound
3. _____________ awareness contrasts —minimal pair training

• _____________ program planned around a cycle**
• Cycle: time period required for child to focus on each deficient phonological pattern for __-__ hours
• Pattern = phonological process
• Focuses on teaching ___________ sounds
• Early on, stick to simple CVC word

Answer 1

VI. HODSON’S CYCLES APPROACH (emphasized on exam!)**

• A. Introduction
• General Procedures

1. Stimulation—use of auditory, tactile, visual cues to ↑ awareness of target sounds
2. Production training —produce correct sound
3. Semantic awareness contrasts —minimal pair training

• Remediation program planned around a cycle**
• Cycle: time period required for child to focus on each deficient phonological pattern for 2-6 hours
• Pattern = phonological process
• Focuses on teaching stimulable sounds
• Early on, stick to simple CVC word

Question 2

B. Selection of Target Patterns and Phonemes**

• Top Priority:
• 1. ________-developing ____________ patterns:
• __________ and ________ consonant deletion of stops, nasals, and glides
• ____ and ____ word structures
• ___________-___________ contrasts (k-g, t-d, h)
• /__/ clusters–word __________ clusters /sp, st, sm, sn, sk/ and word-_________ clusters /ts, ps, ks/
• Liquids /r/ and /l/ and ___________ containing these liquids

In order to move onto secondary patterns, the child must demo:**

• Appropriate ____________
• Production of single _____________
• Some emergence of ________ and /s/ __________
• Productions of practice words with /l/ and /r/ without _________ (no w/r or j/l)

Answer 2

B. Selection of Target Patterns and Phonemes**

• Top Priority:
• 1. Early-developing phonological patterns:
• Initial and final consonant deletion of stops, nasals, and glides
• CVC and VCV word structures
• Posterior-anterior contrasts (k-g, t-d, h)
• /s/ clusters–word initial clusters /sp, st, sm, sn, sk/ and word-final clusters /ts, ps, ks/
• Liquids /r/ and /l/ and clusters containing these liquids

In order to move onto secondary patterns (next slide), the child must demo:**

• Appropriate syllableness
• Production of single consonants
• Some emergence of velars and /s/ clusters
• Productions of practice words with /l/ and /r/ without gliding (no w/r or j/l)

Question 3

2. Secondary Patterns (for later—see criteria bottom of p. 414)

• A. /j/, ___________ /s,z/, /r/
• B. ___________ clusters
• C. Singleton __________ ( e.g., /s, z, f/)
• D. ____________ words

Answer 3

2. Secondary Patterns (for later—see criteria bottom of p. 414)

• A. /j/, sibilants /s,z/, /r/
• B. Consonant clusters
• C. Singleton stridents ( e.g., /s, z, f/)
• D. Multisyllabic words

Question 4

C. Structure of Remediation Cycles**

• 1. Train each phoneme exemplar within a target pattern for ___ min per cycle before going to the next phoneme
• 2. Train __ or more target phonemes in ____________ weeks within a pattern before changing to the next target pattern
• (__+ hours on each pattern within a cycle)
• 3. Target only ____ phonological pattern per session
• 4. When all target patterns have been taught, a cycle is complete
• 5. Initiate second cycle. Review patterns not yet corrected, intro new ones as necessary
• **to become intelligible, most ch need __-__ cycles of therapy

Answer 4

C. Structure of Remediation Cycles**

• 1. Train each phoneme exemplar within a target pattern for 60 min per cycle before going to the next phoneme
• 2. Train 2 or more target phonemes in successive weeks within a pattern before changing to the next target pattern
• (2+ hours on each pattern within a cycle)
• 3. Target only one phonological pattern per session
• 4. When all target patterns have been taught, a cycle is complete
• 5. Initiate second cycle. Review patterns not yet corrected, intro new ones as necessary
• **to become intelligible, most ch need 3-6 cycles of therapy

Question 5

D. Structure of Therapy Sessions

1. _________ word cards from previous session
2. ___________ _____________ (use amplification!) SLP reads list of 12 words for about 2 min., 2x if ch paying attention.
3. Target word cards—__-__ new target words. Ch draws, colors etc. and SLP writes name of pic on card.
4. ____________ practice—games, shift activities every 5-7 minutes
5. _____________ probing—check if ch stimulable for phoneme planned for next session
6. Repeat ___________ _____________ w/ 12-item word list used at beginning of session

Answer 5

D. Structure of Therapy Sessions

1. Review word cards from previous session
2. Auditory bombardment (use amplification!) SLP reads list of 12 words for about 2 min., 2x if ch paying attention.
3. Target word cards—3-5 new target words. Ch draws, colors etc. and SLP writes name of pic on card.
4. Production practice—games, shift activities every 5-7 minutes
5. Stimulability probing—check if ch stimulable for phoneme planned for next session
6. Repeat auditory bombardment w/ 12-item word list used at beginning of session

Question 6

E. Home Program**

• ____________ are asked to read the 12-item word list ______ a day.
• Child is asked to name the 3-5 pictures _______ a day (may also produce other target words

Answer 6

E. Home Program**

• Caretakers are asked to read the 12-item word list once a day.
• Child is asked to name the 3-5 pictures once a day (may also produce other target words