[ Post a Response | Phonological Awareness and Literacy ]
Posted by gradslp on 4/23/2008, 2:14 am, in reply to "Cycles approach"
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Here's what I've found below. But in a nutshell you choose the phonological processes that most affect speech intelligibility. For example: A child might have an active process of Cluster-reduction at 55% active and gliding (l/r) at 70% active. So you choose 2 processes to cycle through until you meet the goal/objective that was set. First you start each session with Auditory bombardment (saying the target words 2x with the child watching and listening or wearing an auditory trainer. next have them repeat the words 1x). Choose the 5 best target words that the child is able to produce and work on them through the session. End each session with auditory bombardment of the next sessions target words (usually a different active phono. process than the first session). you continue to cycle between the two active processes until goal is met. Here it is in detail below.... hope this helps!
CYCLES APPROACH
Barbara Hodson and Elaine Paden
*Premise: Within the normal developmental process phonological acquisition is gradual; this therapy provides limited yet successful experiences in producing a targeted pattern.
*Uniqueness: There is no predetermined level of mastery of a sound but rather you are stimulating emergence of a specific sound or pattern.
*Targeted Population: Highly unintelligible children, ages 3 and older.
*Analysis: The authors suggest a word list and a spontaneous speech sample. The Hodson Assessment of Phonological Patterns – (HAPP-3, Austin: Pro-Ed) can be used to determine sound errors and percentage of occurrence of deviant phonological patterns.
*General Guidelines: 1. Pick patterns affecting intelligibility the most. 2. Make sure that the child is stimulable for your target by carefully selecting target words (do a cycle of ‘focused auditory input’ before production practice with children who are not stimulable). 3. Target a phoneme for at least one hour and two or more phonemes per pattern. 3. Recycle until the pattern emerges (i.e.< 40% error).
*Potential Target Patterns:
1. Early Developing Phonological Patterns: Syllableness; Word-initial consonants /p, b, m, w/, /t, d, n/; Word-final consonants /p, t, k/, /m,n/
2. Anterior-Posterior Contrasts: Velars /k,g/ or glottal /h/; Alveolars /t,d/, possibly alveolar /n/ or Labials /p,b/ if lacking.
3. [s] Clusters: Word-initial /sp, st, sm, sn, sk/; Word-final /ts, ps, ks/
4. Liquids: Word-initial /l/; Word-initial /r/ (try to eliminate the typical /w/ substitution, not necessarily accurate production).
Secondary Targets: Singleton stridents /f,s,z,v/; Palatal voiced and voiceless “sh” and the affricates “ch” (church) and “j” (judge); Clusters noted below: Palatal glide /j/: Word-medial consonants; Voicing contrasts; Vowel contrasts: Postvocalic/syllabic /r/.
Clusters: Liquid clusters velar and alveolar /kl, gl, kr, gr, tr, dr/ if not targeted earlier; Labial /pl, bl, fl, pr, br, fr/; Three consonant clusters CCC such as /str/; Medial and final /s/ + stop clusters such as /st/ as in “nest” or “blister”; Glide clusters /kw, tw, sw, bj, hj, kj, mj/
Inappropriate Targets: Word-final voiced obstruents /b, d, g, z/; Syllabics; Weak syllable deletion; “ng” and voiceless “th”.
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