Treatment plan
Articulation:
Goal: In 6 weeks, with a treatment frequency of 5 hours a week, mrs. K. speaks words with velar sounds (/ng/ /g/ /k/) in a 1-to-1 conversation with an acquaintance in an intelligible way.
Methods: First we will check which velar sounds mrs. K. can produce better than the others. After that, we will do articulation exercises. We will train syllables in a CV order and words in CVC-order, but soon we will train syllables and words with clusters to make it more difficult. Mrs. K. has a moderate flaccid dysarthria, so we think that she can manage it to train in the beginning with complex words. That way, she will also have a higher chance of transfer to CVC-words (Maas et al., 2008, p. 2). The words we will use in therapy are extracted from the book “The Gruffalo” (Donaldson, 1999). If she can pronounce the words correctly on word level, we will try to produce small sentences with these words, so mrs. K. will be able to read this book to her grandchildren after six weeks. We will also train other words concerning her environment; names of her loved ones and things she likes to do. Every week, we will give mrs. K. some homework and try to involve the family. In that way, we hope for a transfer, so mrs. K. can apply the speech movements she learned in therapy into her daily life.
Evaluation: We will make a scoring system, containing a scale from 0 to 5 (0 means bad pronunciation, 5 means good pronunciation). Before the treatment started, we had recorded the voice of mrs. K while reading a text. After treatment we are going to record her voice again and judge whether her pronunciation improved or not. We will also ask her family and to mrs. K herself. In this way, we consult the family and mrs. K which goal...
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...es correctly. She will practice together with her husband the words practiced in the therapy session in front of a mirror. Conrad was present during the therapy session, so he is acquainted with the cues and feedback principles.
Word list
1. Gruffalo 18. Fox
2. Claws 19. Tusks
3. Prickles 20. Black
4. Underground 21. Snake
5. Good 22. Walk
6. Trunk 23. Dark
7. Look 24. Rocks
8. Goodbye 25. Come
9. Frog 26. Cream
10. Kind 27. Lake
11. Going 28. Crumbled
12. Grey 29. Fungus
13. Can 30. Cards
14. Conrad 31. Gardener
15. Poker 32. Ken
16. Becky 33. Gordon
17. Canasta 34. Karen
References
Donaldson, J. & Scheffler, A. (1999). The gruffalo. New York: Dial Books for Young Readers.
Schneider, S. L. & Frens, R. A. (2005). Training four-syllable CV patterns in individuals with acquired apraxia of speech. Theoretical implications. Aphasiology, 19, 451-471.
As most people know speech and language issues would only happen with children just learning to talk and tennagers in middle school to high school. The reasoning behind this is because most people don’t correct their children’s speech when they are first learning due to the fact that the parents or grandparents think it is to cute to correct, which only hurts the children more th...
Wilson, Nance S. “ZINDEL, Paul.” Continuum Encyclopedia Of Children’s Literature (2003): 848-849. Literary Reference Center. Web. 24 Jan. 2014.
Senick, Gerard J., and Hedblad, Alan. Children’s Literature Review: Excerpts from Reviews, and Commentary on Books for Children and Young People (Volumes 14, 34, 35). Detroit, Michigan: Gale Research, 1995..
Establishment consisted of teaching the children correct placement of articulators to produce the targeted speech sound across all word positions. The randomized-variable practice began once the child could produce the sound 80% of the time in certain syllables. It usually took children 1-5 sessions to complete the establishment phase. Random teaching tasks such as imitated single syllables, imitated single words, nonimitated single words, imitated two-to-four word phrases, nonimitated two-to-four word phrases, imitated sentences, nonimitated sentences, and storytelling or conversations were selected in the second phase. Participants remained in this phase until they obtained 80% mastery across two
Practitioners should plan activities that follow children’s interests, make up stories about their favourite cartoon or film character. Get down to the child’s level and ask them what they have drawn and praise the child. The practitioner should use different body language, tone of voice, characterisation when telling a story to the children. Practitioners should be singing rhymes along with the children in order to help them learn new words and also increase their confidence and communication skills. It is important to support children in their phonological awareness to help them understand that words can be broken down into different
Babbling is just one step in the complex, lifelong process of language acquisition. Though one continues to advance in the fluency o...
Lowry, Lois. "Newbery Medal Acceptance." The Horn Book Magazine 70.4 (July-Aug. 1994): 414-422. Rpt. in Children's Literature Review. Ed. Linda R. Andres. Vol. 46. Detroit: Gale Research, 1998. Literature Resource Center. Web. 13 Feb. 2011.
Griffith, John, and Charles Frey. Classics of Children's Literature. 6th ed. New Jersey: Pearson Prentice Hall, 2005. 21-29, 322-374. Print.
Her phonetic inventory is well developed. She has no troubles creating the age-appropriate speech sounds. The child is just above normal because she can produce more adult-like sounds than her peers. She has control over her articulators and she knows how to manipulate her oral cavity to produce the correct sounds.
"Speech Development." Cleft Palate Foundation. Cleft Palate Foundation, 25 Oct 2007. Web. 10 Mar 2014.
...ia J. Campbell. New York: Twayne Publishers, 1996. 39-65. Rpt. in Children's Literature Review. Ed. Scot Peacock. Vol. 82. Detroit: Gale, 2003. Literature Resources from Gale. Web. 14 Jan. 2014.
Although there are many difficulties such as Autism, Cerebral Palsy, Apraxia, English as an Additional Language (EAL), Stuttering and Selective Mutism, all of which impact greatly on language acquisition, Cherry (2011) focuses on impaired hearing, providing not only an overview of the condition but also the means with which to positively impact on language acquisition.
Every time my parents read to me, I tried to say the words along with them. As a result, anytime I had problems pronouncing a word, my mother made me sound the word out until I sounded it correctly. She told me to take each word, syllable by syllable.
- Start to pronounce these three sentences (it’s okay, there’s always a better alternative. Did I cause this? If yes, how can I make it better?), by breathing