3.9b Facilitating Techniques Flashcards Preview

ECU Craniofacial Anomalies + Laryngeal Rehab > 3.9b Facilitating Techniques > Flashcards

Flashcards in 3.9b Facilitating Techniques Deck (24):
1

Anterior/posterior Nasal fricatives

- Occlude nostrils if there is a VPI or not easily stimulable
- This eliminates the nasal air loss
- Release /t/ to make /s/:
- This uses a correctly produced stop sound to teach the equivalent fricative
1. Have the child produce a loud /t/ sound
2. Then have the child produce the /t/ with the teeth closed. This will result in /ts/
3. Have the child prolong the production until it becomes /tsss/
4. Have the child note the position of the tongue and the air stream flowing over the tongue during production
5. Finally, eliminate the tongue tip movement for the /t/ component

- This technique can also be used to target: /sh, ch, dg/
- If unable to produce /t/ Extend tongue for /th/ and pull back to form /s/

2

Anterior/posterior nasal fricatives

- Use auditory feedback (straw):
- This provides the clinician and patient with feedback about oral pressure and oral air flow.
1. Place a straw at the point of your own central incisors during production of a sibilant sound
2. Note the sound of the airflow through the straw
3. Have the child put a straw in front of his incisors and amplify the air through the straw during production. If necessary, have him start with a /t/ sound
4. This can be fashioned into different phonemes: /s, sh, ch, dg)

3

Anterior/posterior nasal fricatives

- Establish oral airflow for fricative sounds:
- Teach oral airflow through blowing
- Blow bubbles, use cotton balls/packing peanuts (ie: speech puffs)
- May need to use nasal occlusion

As soon as oral airflow established teach consonant production with:
- Bite bottom lip + blow to make /f/ (add voicing for /v/)
- Stick tongue out/between teeth + blow for /th/:
- Pucker lips + blow for /sh/

This helps focus articulation in the mouth rather than the pharynx or velum

4

Mid-Dorsum Palatal Stops

- For /t/ and /d/
Model an over-exaggerated, labio-dental anterior tongue placement
- Cue child to "put tongue between teeth"
- A mirror can provide helpful feedback

- For /k/ and /g/
Have the child bite on a tongue blade so that it is between the canine or molar teeth

- Make sure it is back far enough to depress the middle part of the tongue, which prevents a dorsal production

Have the child produce velar sounds (/k/, /g/, and /ng/) behind the tongue blade

Can also utilize release of /ng/ for /k/ strategy (say "ink")

5

Lateral Distortions

Treat when not related to dentition and /or/ for errors persisting following dental correction

Release /t/ to make /s/:
- This uses a stop sound with central airflow to teach central airflow for the sibilant. This requires that airflow for the /t/ is central.

Release /t/ and pucker to create /sh/

6

How to eliminate very mild hypernasality

- auditory feedback
- tactile feedback
- lower back of tongue
- increase volume (just during therapy)
- Open mouth
- Slow rate of speech
- Eliminate nasal emission
- CPAP therapy

7

Why do we whisper as a facilitating technique?

eliminates distortion of hypernasality and allows more isolated evaluation of articulation. Eliminates or lessens glottal stop

8

Why do we occlude nostrils as a facilitating technique?

- Increase oral air pressure by preventing nasal pressure loss
- Prevent nasal air flow associated with "nasal fricatives"

9

Why do we over enunciate/aspirate (e.g. puff out cheeks) as a facilitating technique?

- Maximizes oral air pressure and velar elevation, which improves intelligibility
- May achieve closure for small VPI
- The amount of velopharyngeal movements is directly related to oral pressure (moon and Kuehn)

10

Why do we utilize straw placed at central incisors or attached to see-scape for facilitating technique?

- provides auditory biofeedback

11

Why do we establish oral airflow with blowing as a facilitating technique?

can be fashioned into sibilant sounds

12

Why do we use tongue blade to restrict anterior tongue elevation as a facilitating technique?

Used in t/k substitutions, prevents tongue-tip elevation, posterior tongue usually elevates spontaneously

13

Why do we use tongue blade between canines as a facilitating technique?

Open bite when there is an overbite and lateralization of /s/. can help establish placement for mid-dorsum palatal stops

14

Why do we use reverse chaining as a facilitating technique?

Useful for: blends, e.g. "nake" .... "sssnake"
Syllables: "Na" .... "Li-na" ... "Ca-ro-li-na"
Example: coo?ee --> kee, kee, kee-coo--kee coo---kee

15

Why do we use a bendable straw?

aka: The variable Directional Air turbulence Detector
- Establish appropriate tongue position-central air flow

16

Why do we use the see-scape?

Feedback of oral pressure and flow

17

Why do we use tactile (back of hand)?

Helps maximize oral pressure and articulation

18

Why do we use oral listening tube/toobaloo?

Amplifies oral sounds

19

Why do we use air paddle?

- Cut from a piece of paper, it can identify nasal air emission
- Placed in front of the mouth, emphasize oral airflow

20

What do we need to know about speech viewer/sound recorders?

- Provides different options for displaying and analyzing a signal
- Statistics can be used for assessment and feedback purposes
- Various displays visually differentiate voiced and voiceless cognates
- The displays from a waveform and a spectrogram can be compared

21

What do we need to know about audacity/voice recorders?

- Great for long distance follow-up
- Can be used to visualize voice onset time

22

What Ipad apps are good to use?

- Word vault
- Recorder and editor
- Notability

23

Why do we use nasometer games?

- provide biofeedback
- ability to set a nasalance threshold
- children speak target utterances while wearing headset
- when threshold is achieved, the image on the screen reacts

24

What apps should we use for reinforcement and motivation?

1. Bla bla bla
2. Make a scene: sticker pages
3. Timer+