Wednesday, February 27, 2008
Phonological Processess
So, I really don't remember a whole lot from my phonology class. I think I took it sometime while I was at ISU....? So, do you approach therapy with students with lots of phonological processes any different than therapy with kids with distorted articulation or various substitution errors? I seem to have more with little kiddos with phonological processes than older kids with distortions (lateralized s), etc.
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8 comments:
You can treat them similar to kids with just a general misarticulation. There are a few things to look at though that might be more effective depending on the child. Obviously you likely want to attach the sounds in developmental order, but you also want to look at sounds that greatly affect their intelligibility too. For me I think that is a lot with medial and final consonant deletion with a lot of my kids. Also, if they have consistent phonological errors across phonemes, you can treat the process rather than the specific phoneme. In Talking Time we talk a lot about stop and go sounds or front and back sounds. Or for FCD looking at words that end in t, d,,m, b, etc (this may vary on their ability to produce the sounds though). This can help with over-generalization, which I've seen a lot of my kids do. (i.e. co-B kno-B and then everything ends in a hard B.) Like anything, different approaches work for different kids.
I have a couple younger kids with phon. processes too and I need help as well! I have a kindergartener who has prevocalic voicing and postvocalic devoicing who has me totally frustrated! We have been working on it since the beginning of the year and he has hardly shown any improvement, "pat" is still "bat" and "tab" is still "tap". So I guess I am not really the one to ask for advice :) I have been using kind of a cycles approach with him, ever couple weeks we target a different sound that is affected by his process. If you want an "official" program you can look at the Hodson program. I don't have the full program, but I have a couple handouts on it and have just kind of tweaked it to fit with my therapy. I can send you what I have if you want. I have another little guy in 2nd grade who fronts all of his /k/'s and /g/'s. With him I have treated it more like an artic case and just drill, drill, drill. For him that seems to be working pretty well, he is showing some good progress. So I guess like Marybeth said, different things work for different kids. If you think the kids will get it, I like the idea of talking about the PMV of each sound with the kids, maybe I will try that with my little kindergartener and see if it helps at all.
lara have you tried the tissue blow with the /p/-/b/ issue? I've done that with a lot of kids. A /p/ will blow a feather or piece of tissue a lot more than a /b/.
Oooh, we will try that! It sounds both effective and fun! So are you working with preschool kids, I am assuming you are since you were talking about "Talking Time". How have you learned what to do for Talking Time, is there a kind of program or is it just left up to your brilliant resources? Being in the elementary I don't know much about what you actually do during Talking Time and I would love to know more!
talking time is a program in alpine (i think they stole the idea from another district actually), They have 3 talking classrooms in the district and I work with one of them. It is basically for preschoolers with phonological processes. i really like it. especially because the lessons are already planned out :)
Thanks everyone for your comments. So, Lara, I would love a copy of that program. Is it something that you can e-mail or is it something that will need to be mailed?
It would be better to mail it, I just have a hard copy. I don't really have the official program, but it is kind of the basic outline and some handouts on it. Let me know where to send it!
Lara. Why don't you send it directly to me
3445 E. Ridge Route Road #1
Eagle Mountain, 84005
Thanks Bunches!
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