INTERVENTION STRATEGIES ACTIVITIES for PRESCHOOLERS with SPEECH

INTERVENTION STRATEGIES & ACTIVITIES for PRESCHOOLERS with SPEECH SOUND DISORDERS Nancy Creaghead & Barbara Hodson ASHA Annual Convention—November 16, 2006 PART 1 --INTERVENTION for PRESCHOOLERS with HIGHLY UNINTELLIGIBLE SPEECH Barbara W. Hodson, Ph. D, CCC-SLP barbara. hodson@wichita. edu

SEVERITY CONTINUUM Note: Distortions & Assimilations may occur at all levels, but Distortions more common for Mild/Moderate Unexpected Assimilations Common for Severe/Profound _____________ **Profound EXTENSIVE Omissions Many Substitutions Extremely Limited Repertoires ____________ *Severe Many Omissions EXTENSIVE Substitutions Limited Repertoires _______________ ~Moderate Mild Some Omissions Some Substitutions ________________ Omissions Rare Few Substitutions

MAJOR OPTIONS for TREATMENT

POTENTIAL OPTIMAL “PRIMARY” PHONOLOGICAL TARGET PATTERNS* for BEGINNING CYCLES

GENERAL COMMENTS Regarding Targets

POTENTIAL “SECONDARY” TARGETS Target Any of the Following that are still Consistently Lacking/Deficient • Palatals • Singleton Stridents • Other Consonant Sequences • Vowel Contrasts • Voicing Contrasts • Assimilations • Any Remaining Idiosyncratic Patterns Minimal Pair Words especially useful for these

INAPPROPRIATE TARGETS for PRESCHOOLERS

TREATMENT SESSION-BASIC STRUCTURE

PRETREATMENT SCORES-3 STRATEGIES: SUBSTITUTIONS/ASSIMILATIONS Occurrences • Vowel Deviations 31 • Stopping 16 • Fronting 12 • Gliding 12 • Reduplication 10 • Labial Assimilation 7

PHONETIC & PHONOTACTIC INVENTORIES & PCC

STIMULABILITY CONSIDERATIONS & GOAL STATEMENT

CLIENT’S PHONOLOGICAL TARGETS for CYCLE-ONE

CYCLE-TWO TARGETS

CLIENT’S ADDITIONAL TARGETS for CYCLES THREE & FOUR

PRE-, INTERIM, & POST-TREATMENT DATA*/OUTCOMES

PRODUCTIONS/TRANSCRIPTIONS OVER TIME

Total Occurrences of Major Phonological Deviations [TOMPD] Ages 3: 6 to 5: 7

MAJOR RECOMMENDATIONS Expressive Phonology

GENERAL RECOMMENDATIONS for CHILDREN with HIGHLY UNINTELLIGIBLE SPEECH • Early Intervention-Critical • Individualize Treatment • Evidence-based Practices/Documentation • Enhancement of PATTERNS

ENHANCE PATTERNS PHONOLOGICAL & METAPHONOLOGICAL

SOME SELECTED REFERENCES-Books/Special Issues ASHA Monograph (1994). Children’s phonology disorders: Pathways and patterns. Bernthal, J. , & Bankson, N. (2004). Articulation and phonological disorders. Bleile, K. (2004). Manual of articulation and phonological disorders. Gillon, G. (2004). Phonological awareness: From research to practice. Hodson, B. (Ed. ) (1994). From phonology to metaphonology: Issues, assessment, and intervention. Topics in Language Disorders. Hodson, B. (2007). Evaluating and enhancing children’s phonological systems: From research and theory to practice. Hodson, B. , & Edwards, M. (Eds. ) (1997). Perspectives in applied phonology. Hodson, B. , & Paden, E. (1983, 1991). Targeting intelligible speech: A phonological approach to remediation. Kent, R. (Ed. ) (2004). The MIT encyclopedia of communication disorders. Stackhouse, J. , & Wells, B. (1997, 2001, 2006). Children’s speech and literacy difficulties (I, II, & III).

SOME SELECTED REFERENCES-Articles/Chapters Forrest, K. (2002). Are oral-motor exercises useful in the treatment of phonological/articulatory disorders? Seminars in Speech and Language. Gordon-Brannan & Hodson (2000). Intelligibility/severity measurements of prekindergarten children’s speech. AJSLP. Hodson, B. (1994). Helping children become intelligible, literate, and articulate: The role of phonology. Topics in Language Disorders Hodson, B. (1997). Disordered phonologies: What have we learned about assessment and treatment? Perspectives in applied phonology. Hodson, Scherz, & Strattman (2002). Evaluating communicative abilities of a highly unintelligible preschooler. AJSLP. Hodson & Strattman (2004). Phonological awareness intervention for children with expressive phonological impairments. The MIT Encyclopedia of Communication Disorders. Nathan, Stackhouse, Goulandris, & Snowling (2004). The development of early literacy skills among children with speech difficulties. JSLHR. Porter & Hodson (2001). Collaborating to obtain phonological acquisition data for local schools. LSHSS.

Questions to Consider

Relationship between Language and Phonology

Assumptions about Intervention

Treatment Strategies

Implications for Treatment

Phonological Awareness and Reading Problems

Implications regarding Phonological Awareness

Treatment Approaches for Speech Sound Disorders

PRINCIPLES OF LANGUAGE LEARNING

PRINCIPLES FOR LANGUAGE "TEACHING"

PRINCIPLES FOR LANGUAGE "TEACHING"

Remediation Based on Normal Development

Implications for Serving Preschool Children

Our Preschool Phonology Group

Our Preschool Phonology Group

Target: Fricatives Theme: At the Beach

Including Phonology in the Preschool Classroom

Velar Opportunities for “Going on a Picnic”

Phonologic Treatment in Preschool Settings

References