12/1/2023 0 Comments Phonological processes listAnd here are some Boom Cards with the same targets. ![]() If all of this target selection sounds daunting, and you need some great no prep sheets with perfectly selected targets - I’ll link them here. This increases the likelihood that the child will get (correct) practice outside of speech therapy and increase carryover. Furthermore, we want these words to be words that the child may actually use in their day-to-day life. If the child has to retrieve the word first, and then produce it correctly, that is obviously a lot more difficult than if they can just automatically retrieve the word prior to production. This is so that we reduced the cognitive load when producing the word. Therefore, the child is more likely to front that initial sound than if he was trying to say the word “cup.” Use Real Words that the Child is Familiar With child normally says “tat” for “cat”) and is probably going to influence the initial /k/. ![]() That final /t/ in the word is the error sound (e.g. So for example, if a child is a fronter and I am working on initial /k/, I would not choose the word “cat". We want them producing sounds accurately for high repetitions. This is, again, so that we don’t make the task of producing the correct sound more difficult for our clients. Don’t Choose Words that Contain the Errored Sound in Addition to the Target You can increase complexity later on in Cycles if you need to (read below for more info on this). You can definitely find 3-5 final /k/ words that are “easier” for the child to produce than others. We want a high number of accurate productions, so don’t force it and try to use words that are difficult for the child to produce. A child may be stimulable for final /k/, but only in certain words! Maybe he can easily say “back,” but gets tripped up when trying to say “hike” for whatever reason. This principle holds true when selecting whole words as well. In Cycles, you only target sounds the child is stimulable for. They are the most simple to produce and do not contain any other consonant sounds to influence production of the target! Consider Ease of Stimulability When working with initial consonant deletion and final consonant deletion, look at choosing CV or VC word shapes where possible…for obvious reasons. I want to try to avoid anything that will complicate the child’s ability to produce the target sound. When I am targeting final /k/ with a child who fronts, I will try to avoid words like “duck” or “like” because the initial consonants in those word are made in the same place as the errored sound (/t/). ![]() This is all a case by case basis.Īnother thing to consider is the other consonants in the words. However, some children may benefit from back vowels (either low or high) to help facilitate the /k/ sound. “baaaaack”) to give the child time to make the /k/ sound correctly. And we can prolong these sounds with a wide open mouth (e.g. Why? The low aspect of the vowel keeps the child’s tongue tip farthest away from the alveolar ridge (where they would go to front a sound). For example, I feel like low vowels help facilitate a /k/ sound and inhibit the fronting. They can inhibit or facilitate production of your target. Think About Facilitative ContextĬonsider the other sounds that surround your target sound when choosing words. You can increase complexity to multisyllabic words in subsequent cycles if needed (more about this later). In my experience, they are also easier to cue as there are not all these extraneous sounds within the word for the child to focus on. They allow the child to focus primarily on the errored sound. ![]() The reason we want to choose monosyllabic words is that they are generally easier for children to produce than more complex multisyllabic words.
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