I have still been working with A, a 7 year old boy this semester. . A was diagnosed with some articulation problems and has been having therapy in WVU Speech Clinic since spring 2007.
What I have been doing lately with A, for him to earn the correct productions of /r/, /sh/ and /th/ in all positions of words, is still more or less the same technique I was using before; the traditional motor approach with using phonetic placement techniques. I've been using phonetic placement especially with /r/ sound. When we first started to work on his /r/ sound, he quickly picked up the phonetic placement clues and he was able to produce /r/ sound in isolation.
I used the phonetic placement techniques to teach him the /r/ sound because he was stimulable enough and old enough to understand the placements of his tongue. And with the help of a lot of visual and oral cues he was able to produce /r/ correctly. And I thought it would be a good idea for him to be aware of where to place his tongue when he produced the sound. I used the techniques from the book Articulatory and Phonological Impairments. Also, researches show that using placement techniques and visual and oral cues are effective and appropriate in articulation errors in children. My supervisor also supported and thought these techniques were reasonable and would be effective to use.
We have been also working on his /th/ and /sh/ sounds in sentence level lately by reading sentences and producing the sounds correctly in sentence level.
A has been showing some improvement so far with his disarticulations with /r/ sound. He also has been showing a well improvement with his /th/ and /sh/ sounds. He started to concentrate more and it helped him do his work harder.
References:
Shuster, L., Ruscello, D., Smith, K. (1992) Evoking /r/ Using Visual Feedback. AJSLP, 1, 29-34.
Bauman-Waengler, J. (2004). Articulatory and Phonological Impairments: A Clinical Focus. Boston:Pearson.
Sunday, November 25, 2007
Friday, October 19, 2007
Clinical Blogging 1
My client is a 7 year old male. A has been diagnosed with some articulation problems and receiving articulation therapy since spring 2007 in WVU Speech Clinic.
As the past treatment, the previous clinician had worked on the sounds that are in error by using the traditional motor approach. Since A is intelligible and stimulable, I am also using the same therapy approach- the traditional motor approach to stabilize correct productions of A’s sounds that are in error. I’m also giving oral, visual and tactile cues during the therapy sessions.
Some researches show that many clinicians use traditional motor approach and it is effective with many clients.
My supervisor also recommended that the traditional approach could be efficient in order to improve A’s sounds that were in error.
In the client’s case, A has been having some difficulties focusing on the topic. He likes interesting games-materials to use during an activity to really concentrate, so I provide different kinds of materials for A to focus on the activities.
I can see that A is learning and trying to improve his errors with accurate reinforcements. I believe this therapy approach is working because his sounds that are in error are getting better and we are moving forward precisely on our goals through sessions with A.
References:
Kamhi, A.G. (2006). Treatment Decisions for Children with Speech-Sound Disorders. Language, Speech, and Hearing Services in Schools, 37, 271-279.
Gierut, A.J. (1998). Treatment Efficacy: Functional Phonological Disorders in Children. Journal of Speech, Language, and Hearing Research, 41, 85-100.
As the past treatment, the previous clinician had worked on the sounds that are in error by using the traditional motor approach. Since A is intelligible and stimulable, I am also using the same therapy approach- the traditional motor approach to stabilize correct productions of A’s sounds that are in error. I’m also giving oral, visual and tactile cues during the therapy sessions.
Some researches show that many clinicians use traditional motor approach and it is effective with many clients.
My supervisor also recommended that the traditional approach could be efficient in order to improve A’s sounds that were in error.
In the client’s case, A has been having some difficulties focusing on the topic. He likes interesting games-materials to use during an activity to really concentrate, so I provide different kinds of materials for A to focus on the activities.
I can see that A is learning and trying to improve his errors with accurate reinforcements. I believe this therapy approach is working because his sounds that are in error are getting better and we are moving forward precisely on our goals through sessions with A.
References:
Kamhi, A.G. (2006). Treatment Decisions for Children with Speech-Sound Disorders. Language, Speech, and Hearing Services in Schools, 37, 271-279.
Gierut, A.J. (1998). Treatment Efficacy: Functional Phonological Disorders in Children. Journal of Speech, Language, and Hearing Research, 41, 85-100.
Friday, August 17, 2007
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