Metaphon therapy Flashcards
What is involved in maximising learning?
Making child aware of contrastive nature of sounds
Awareness that this contrastiveness conveys meaning (sink/think) Sounds can be changed to enhance the chance of being understood - –child begins to understand that they have some control over their speech production
Failure to maintain contrast means failure to maintain meaning.
What are the principles of metaphon?
Based on precise and detailed linguistic assessment
bringing about phonological change by increasing metalinguistic awareness
child is an active learner (cognitive approach to learning) maximising learning opportunities
What are the general guidelines for metaphon therapy?
Can be used to remediate ANY process
•A set of principles to guide your therapy together with structured formats for therapy
•Can be used with any degree of speech delay/disorder from mild to severe
•Can be used with children from ~3 years into primary school (ways of presenting therapy may change)
What are the two phases of metaphon therapy?
Phase 1 - Develop phonological awareness
Phase 2 - Develop communicative awareness
What is the aim of phase 1?
Capture child’s interest in sounds - using sound play (particularly with younger children)
Show that contrasts can convey meaning
Show that contrasts can be manipulated
Provide success for child - SHOULD BE FUN
What are the four levels in phase 1 for systemic processes?
- Concept level
- Sound level
- Phoneme level
- Word level
What is involved in the concept level?
Develop shared understanding of concept.
Must be within linguistic knowledge and on a continuum (ie. front/back)
Child must appear to understand one concept first before other.
Neither is right or wrong.
Avoid discussion of sound itself.
Introduce referent as visual aid.
What is involved in non-speech sound level?
Switch to non-speech sounds using as many examples as possible.
Use referent.
What is involved in the phoneme level?
Contrast one class of sounds with another.
Make sound in response to referent card and child says which concept it is.
Child takes turn at being speaker and listener.
Nonsense syllables are not used in systemic processes.
What is involved in word level?
Introduce minimal pairs which demonstrate examples of particular processes.
One pair at a time.
Pairs have referents on the back to check with.
What are the three levels in phase one for structural processes?
Concept
Syllable
Word
What is involved in syllable level for systemic processes?
Cn use both real or nonsense syllables.
When do you move from phase 1 to phase 2?
When child can accurately identify sounds/syllables with correct concept
•When child can accurately identify sounds in words with correct concept
When child can successfully attempt production of sound/syllable with correct concept
What are the aims of phase 2?
Transfer knowledge from Phase 1
•Bring to child’s awareness that their production is at variance with their meaning
•Develop phonological awareness so child can repair their erroneous productions
What is involved in word level at phase 2?
Core activity routine called secret messages.
Feedback focuses on the result of communication. (I heard a short sound so you must mean…)
Doesn’t focus on production itself.
