~New Blog for 2008~
I.M. is a five year old boy who has been coming to Allen Hall Speech Clinic for approximately the past two years. In 2005, I.M. had cleft palate surgery and has been receiving speech therapy ever since.
I.M. displays compensatory errors. Also, I.M. makes a lot of glottal stops whenever he speaks, which can make his speech difficult to understand at times even to familiar listeners. Also, he displays apraxia characteristics.
Since I.M. will be going to kindergarten in the fall, we have been working on a lot of goals with him this semester. These goals include the following:
Working with the /k/ phoneme in the initial position of words
Producing /d/ in isolation
Producing /p/ in the medial and final position of words and /f/ in the medial position of words at the sentence level
Voiceless /th/ in the medial position of words
Establishing air flow for /sh/
I.M. has been progressing really well with his goals. However, the /sh/ phoneme and the /k/ phoneme are giving him some problems. Despite being absolutely adorable, he is also very smart; which makes working on his difficult sounds hard for him because he doesn’t do it perfectly.
Throughout the session, I give a lot of visual and auditory feedback. For example, when producing the voiceless /th/ sound we play Bingo. I make sure the /th/ sound is in front of him and the /th/ sounds are highlighted on the cards. After every production, I give him feedback. On the sounds that he doesn’t get right, reminding him to close the end of the sound or pointing out where the sound is highlighted in the words seems to really help.
During production of the /sh/ phoneme I.M. display a lot of nasal emission and also lateralizes the sound. So, we have just started working with placement and nasal occlusion this past week. I start off by having him just correctly place his lips into the right position then gradually we work up to sound. Whenever he makes the sound we do nasal occlusion with him. When doing this, I.M. says he can tell the difference when it comes out of his mouth compared to when the air comes out of his nose.
The approach of providing visual and auditory feedback is talked about in the article cited below. The article also talks about tactile feedback which I haven’t used.
Reference:
Kummer, Ann. (2002). Speech Therapy for Characteristics of Velopharyngeal Dysfunction. Retrieved online from www.asha.org.
I.M. displays compensatory errors. Also, I.M. makes a lot of glottal stops whenever he speaks, which can make his speech difficult to understand at times even to familiar listeners. Also, he displays apraxia characteristics.
Since I.M. will be going to kindergarten in the fall, we have been working on a lot of goals with him this semester. These goals include the following:
Working with the /k/ phoneme in the initial position of words
Producing /d/ in isolation
Producing /p/ in the medial and final position of words and /f/ in the medial position of words at the sentence level
Voiceless /th/ in the medial position of words
Establishing air flow for /sh/
I.M. has been progressing really well with his goals. However, the /sh/ phoneme and the /k/ phoneme are giving him some problems. Despite being absolutely adorable, he is also very smart; which makes working on his difficult sounds hard for him because he doesn’t do it perfectly.
Throughout the session, I give a lot of visual and auditory feedback. For example, when producing the voiceless /th/ sound we play Bingo. I make sure the /th/ sound is in front of him and the /th/ sounds are highlighted on the cards. After every production, I give him feedback. On the sounds that he doesn’t get right, reminding him to close the end of the sound or pointing out where the sound is highlighted in the words seems to really help.
During production of the /sh/ phoneme I.M. display a lot of nasal emission and also lateralizes the sound. So, we have just started working with placement and nasal occlusion this past week. I start off by having him just correctly place his lips into the right position then gradually we work up to sound. Whenever he makes the sound we do nasal occlusion with him. When doing this, I.M. says he can tell the difference when it comes out of his mouth compared to when the air comes out of his nose.
The approach of providing visual and auditory feedback is talked about in the article cited below. The article also talks about tactile feedback which I haven’t used.
Reference:
Kummer, Ann. (2002). Speech Therapy for Characteristics of Velopharyngeal Dysfunction. Retrieved online from www.asha.org.
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