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Exam 4 SPHP 126 > Indivdual Phonemes > Flashcards

Indivdual Phonemes Flashcards

1
Q

TEACHING /K/ AND /G/

A
  • The dorsum of the tongue must raise to contact the soft palate and form a seal which completely blocks the air stream
  • The back of the tongue must suddenly pull away from the velum to create a burst of air
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2
Q

Strategies for eliciting these phonemes:(K & G)

A
  • If child fronts, hold down tongue tip
  • Place your fingers under child’s chin, push up
  • Tell the child to hold his tongue against his lower teeth and hold his hand in front of his mouth to feel the burst of air as he imitates you—tell him to raise the back of his tongue
  • Use a mirror, and have the client imitate you
  • Use a tongue depressor to push the tongue upward and backward in the oral cavity
  • Hold a piece of tissue, paper, or a feather in front of your mouth to demo aspiration.**
  • Marshmallow crème on Ch’s soft palate–get crème with middle of her tongue
  • Say /iiiiiii/, raise tongue to contact soft palate, make burst of air
  • Shape /k,g/ from prolonged /ng/
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3
Q

TEACHING /S/ AND /Z/

A
  • I like to refer to these sounds with animal analogies

- /s/ is the snake sound, and /z/ is the bee sound

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4
Q

Type 1 of lisp: the frontal lisp

A
  • Teeth not together; tongue tip typically near or behind lower incisors
  • Tongue not between teeth
  • Child may have open bite
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5
Q

Type 2 of lisp: The interdental lisp

A
  • Tongue tip protruded between upper and lower central incisors
  • Mr. Mouth helpful
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6
Q

Type 3 of lisp: the lateral lisp

A
  • Tongue tip touching alveolar ridge
  • Air forced laterally, creating significantly distorted friction
  • Very hard to fix
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7
Q

However for type 3, we can…

A
  • Have the child strongly aspirate a /t/
  • Use a bite block to stabilize production
  • A bite block helps the jaw to not move around
  • Have the child say /t t t t t t ssssss/
  • Eventually you can get away from the bite block
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8
Q

Shape /s/ from words that end in /ts/ (like “boats” or “cats”)

A
  • Tell Ch to drop her tongue after she says /t/
  • Try having the child strongly aspirate /t/ German affricate /ts/. Have the child prolong second part of this affricate.
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9
Q

Other techniques for /s/ include:

A
  • Mirror
  • For a tongue-tip down /s/, tell client to position back/sides of tongue to contact upper back teeth
  • Place tongue tip behind lower central incisors
  • Close teeth, initiate /s/
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10
Q

To develop a central airstream:

A
  • Close teeth, direct airstream through a straw
  • Place finger at very center of teeth, attempt /s/
  • Draw a small target; hold it in front of childs mouth; tell her to make a bull’s eye with the /s/
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11
Q

Other techniques to develop a central airstream:

A
  • Tell the child to make a smile and hide his tongue behind the white gate (teeth) while resting his tongue along his upper back teeth
  • Tell him to blow out a straight, fine stream of air
  • Place your finger in the center of his lips/teeth for an additional cue
  • Draw /s/
  • Trace /s/ in sand or salt
  • Tactile cue (finger up arm)
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12
Q

Also..

A
  • Draw /s/
  • Trace /s/ in sand or salt
  • Tactile cue (finger up arm)
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13
Q

TECHNIQUES FOR /l/

A
  • One of the most common errors in children is j/l (“I yike that yamp.”). Gliding!!
  • I like to tell kids about the “magic spot” (the alveolar ridge)
  • It is very important for kids to have perfect awareness of the alveolar ridge and know exactly where their tongue is to be placed
  • Use tongue depressor to physically touch alveolar ridge
  • Mirror!
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14
Q

One of my very favorite techniques for /I/…

A

Use Altoid, lifesaver, or fruit loop; tongue tip holds it on alveolar ridge for 5-10 seconds, then eat!

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15
Q

Be Sure /I/..

A
  • Child not rounding lips

- Have her smile

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16
Q

Other tx ideas for /l/:

A

Gummy lifesavers- try to squish lifesaver between tongue tip and alveolar ridge
Lick caramel off alveolar ridge
Tongue clicks

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17
Q

Use the ribbon technique for /I/

A
  • Place a ½” ribbon across the front of the client’s tongue so that the ends hang down to her chin.
  • Then, tell her to put her tongue tip on her alveolar ridge.
  • Have her say /l/ while you gently pull down on the sides of the ribbon, which allows lateral airflow.
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18
Q

I do like for /I/

A
  • Using /t, d, n/ as coarticulatory contexts

- E.g., ch can say na-la, na-la or da-la, da-la

19
Q

TECHNIQUES FOR /θ/

A
  • One of the very most common errors is f/θ
  • Mark did this until he had artic therapy in first grade
  • His SLP called /θ/ a “lip cooler” (could also be called tongue cooler or angry goose sound)
20
Q

To teach /th/ production:

A
  • Mirror
  • Mr. Mouth
  • Tell child to open his teeth slightly
  • Tongue tip must protrude between upper and lower central incisors
21
Q

I have found that for /th/

A
  • Many adult accent clients are not comfortable with their tongue protruding
  • They feel like the whole world is staring at them
  • I do a lot of desensitization and do the exercises in the mirror along with them
  • The mirror is super helpful, because they can see that they do not look like idiots
22
Q

If the client sticks her tongue out too far fro /th/

A
  • Hold a tongue depressor about ¼” in front of her teeth

- If she can feel the tongue depressor when she produces /th/, her tongue is coming out too far

23
Q

/θ/ can be shaped from several phonemes:

A

/h/ technique—have client prolong /h/, slowly stick her tongue out while gradually closing her mouth

Good: /θ/ and /h/ are both voiceless fricatives

24
Q

To direct airflow through the oral cavity:

A
  • Place straw where tongue tip contacts upper and lower front teeth, have client direct air into straw
  • Put client’s finger in front of his lips, have him repeat procedure by himself
  • Hold a strip of paper in front of client’s mouth, near tongue tip, ask him to blow out air to make paper move
25
Q

I Hate /r/!

A
  • Remediating /r/ is one of the most frustrating jobs that SLPs have
  • It is a very complex sound that requires precision and muscle strength
  • The use of oral motor techniques for helping clients with /r/ problems is hotly debated
  • Some say that there is no research to support the efficacy of oral motor exercises—this is true
26
Q

However for /r/

A
  • Clinically, I and many of my friends in the profession have found them to be extremely beneficial
  • I have a hypothesis that because so many children were bottle fed and/or used pacifiers, tongue strength did not develop adequately
  • Remember, for a baby, nursing requires far more work than drinking from a bottle!
27
Q

There are many oral motor exercises for /r/…

A

Lift middle and back of tongue to hard palate, hold it, press hard
Client pushes tongue forward, presses against tongue depressor

28
Q

Other fun oral motor exercises…

A
  • Put cake sprinkle at corner of Ch’s mouth, have her move her tongue laterally to get it
  • Ch can stick her tongue forward and lick cake gel off of a tongue depressor
  • Squeeze soft cheese or frosting on her hard palate, have her lick it off
29
Q

One SLP I know…

A
  • Tells all parents of her /r/ kids that all liquids have to be drunk through a straw—beginning today!
  • NO MORE SIPPY CUPS
  • One child had pudding races with her little brother
30
Q

Have the client practice:

A
  • /k-k-k-k-k/ as fast as possible
  • Then, prolong /k/ (/g/ works too)
  • Use /ng/–e.g. “thinggggrace”or “thingggrock”
31
Q

/r/ WITH SMALL CHILDREN

A
  • Hodson believes that we can begin working on /r/ when children are as young as 3 or 4
  • With these little ones, we don’t drill to precision —but we “get it on their radar”
32
Q

How do we do this with young kids/r/?

A
  • I like to get them a stuffed tiger and talk about the growling tiger sound
  • I ask the family to put the tiger in a prominent spot and talk about the /r/ regularly
33
Q

For example, when they are reading books with their children /r/

A
  • Point out /r/
  • “Oh, there is your special tiger sound!”
  • I ask parents to model correct /r/ productions regularly
  • BUT…do not push the child too hard to produce it
34
Q

SPECIFIC TECHNIQUES /r/

A
  • 2 ways for /r/- retroflexed and bunched position
  • Retroflexed /r/ easier to teach, bunched /r/ easier in connected speech
  • See what works for individual
  • Mr. mouth helpful; child show you preferred position
35
Q

It is best to start each session/r/…

A
  • With auditory bombardment
  • Use headphone +20 dB louder than usual
  • Also beneficial to link /r/ to print
  • Metaphonological awareness activities (rhyming, sound blending, etc.)
  • Writing, coloring
36
Q

Ann Tyler ASHA 2015:

A
  • Very important to implement phonological awareness for all work on phonemes
  • Therapy idea: Draw a soup bowl. Make postits with 15 /r/ words: 5 with /r/ initial, 5 with /r/ medial, and 5 with /r/ final
  • -Figure out words that rhyme with those in the soup bowl -Do sound blending: “r-a-k-e” Which one am I talking about?
37
Q

We can use classroom textbooks for

A

metaphohological awareness…Helps us link with classroom curriculum

38
Q

We need to be sure..

A
  • Children are sitting up straight with their feet on the floor
  • Their bodies need to be stable
39
Q

It is very important…

A
  • To teach vocalic /r/ before consonantal /r/
  • Start with /ar/, /u(upside down e)r/, etc. before doing words like road, rat, ran
  • Save /r/ blends for later!
40
Q

Best:

A
  • have child repeat “er” many times don’t jump to consonantal /r/ too quickly
  • After drilling on “er” for a few weeks, C + er (ber, mer, ter)
  • Avoid words that contain both /r/ and /w/ (ex: rewind, worry)
  • I like shaping /r/ from /i/–”eeeeeeeerrrr”**
  • Helpful to smile; can’t make a /w/
41
Q

A great technique is from PROMPT—

A
  • the SLP puts her fist under the client’s chin and pushes upward—this elevates the tongue
  • We can use a tongue depressor to push the client’s tongue back in her mouth
42
Q

The biggest thing with /r/…

A
  • Is PRACTICE
  • /r/ is hard; strong lingual muscles are needed
  • If the client doesn’t practice, no progress!
43
Q

Remember that the foundation of all articulation therapy is:

A
  • PRACTICE
  • Retraining the muscles
  • Repetitions!!

Exam 4 SPHP 126 (5 decks)

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