Lecture 14- Sound Elicitation

Question 1

Frontal lisp

99% of frontal lisps are related to ____

1st problem:

2nd problem:

Answer 1

jaw lowering

the jaw is unstable: it is too low

the tongue is unstable: it is not anchored in the back

Question 2

Assess direction of airflow by using a straw:

Answer 2

Hold the straw on the outside of the teeth as the client produces each individual sibilant.

• move the straw from left to right across the teeth to determine where air is escaping.
• airflow will amplify at the point where it is escaping.

Question 3

Anchor the tongue with _____:

Answer 3

Long E
practice diminutives: doggie, kitty, momm, daddy, baby, birdie, horsie, piggy, mousie
-rub sides of tongue against inside of upper molars
-use tactile awareness
-bite down on wads of gum, fingertips, dental picks, toothettes while saying Long E

Question 4

Use the anchors to teach :

Answer 4

Sh, Zh, Ch, J

Question 5

E to Sh:

Answer 5

• Make a wide smile and say E.
• Pant through this position.
• Round the lips while continuing to pant.
• Fine tune the sound (anchor the jaw)

1. E—pant while holding E—round the lips while holding E and panting—O= SHOW
2. E—pant while holding E—round the lips while holding E and panting—E=SHE
3. E—pant while holding E—round the lips while holding E and panting—I=SHY
4. E—pant while holding E—round the lips while holding E and panting—Ah=SHOP

Question 6

Important key to success:

Answer 6

the client has to be able to hold firm to each position while he adds the next change in position.

Question 7

Take these into _____:

Answer 7

sentences: “I E-Pant-Round-op at the mall.”

Question 8

In case of lateral /s/

Answer 8

have them retract lips sharply.

Question 9

Use Sh to teach

Answer 9

Zh—turn on voice box

Question 10

Use Sh to teach Ch:

Answer 10

1. Shhh—prolong Sh and lift the tip to stop the air.
2. Shhh—lift tip—Shhh
3. Shhh—lift tip—Shhh-lift tip—Shhh
4. Go faster and faster. Keep air going.
   * Key- don’t release /t/. just ‘shut the door’

Question 11

Use Ch to teach

Answer 11

j

Anchor the jaw by using a fingernail in front and fingernail in back. Slowly fade fingernail or tool

Question 12

Teach T to S

Answer 12

Use Long T Method: don’t try to fix /s/, just make a long T.
Use facilitative phonetic contexts in which [ts] is present.
Request them to make the Long T for initial S
To get rid of T in [ts]:
-produce Long T
-Then pant in and out through the low tip position.
-Now you have gross S
-use straws to narrow it

Question 13

Minimal triads:

Answer 13

but-buts-bus
mitt-mitts-miss
hit-hits-hiss
pete—pete’s—peace
light-lights-lice
mate-mates-mace

Question 14

Teach Z by

Answer 14

adding voice or going from D to Z

Question 15

Teaching R:

Answer 15

if they have one correct R then use it to teach other R-words. If they have initial R use it to teach final R. If they have final R then use it to teach initial R. If they have one R-cluster, use it to teach more words.

Question 16

If the child correctly produces R in one word…

Answer 16

abstract the syllable out of the word and use the syllable in other words.
Example:
If the client can say Rebecca, have her say Rebec.
If client can say Rebec, have her say Re (Ruh)
If client can say Ruh, have her say other words with it. (run)
Practice words with a pause Ruh-n, Ruh-b, Ruh-m

Question 17

Control phonetic environment so well that you can

Answer 17

advance from syllable to word to phrase to sentence and even to paragraphs.

Question 18

Clients who have initial R but cannot produce final R:

Answer 18

Step 1: Take the R off of the “bad” word
-car become “cah”

Step 2: Sequence the words with a pause
-Cah—rat

Step 3: Blend the words together without pause
-cahrat

Step 4: Take off the final T
-cahra

Step 5: Change the vowel to the schwa
-Cahruh

Step 6: Omit the schwa
-cahr—car
Slow down to exaggerate the transition between Ruh and the vowel. Help him hear each sound. Teach him to take out the sound that doesn’t belong by limiting his jaw movements.

Assume they cannot generalize and stay there for awhile with schwa at end.

Question 19

Clients who have R but cannot produce in clusters:

Answer 19

• Take a word they can say –“rain”
• Produce a schwa before it—“uh-rain”
• Now add other consonants before the schwa- buh-rain, puh-rain, tuh-rain
• Now produce words but keep the schwa- “buh-rain” (brain), kuh-rain (crane), guh-rain (grain)
• Perfect the cluster
• Prolong R and add a consonant to the prolongation (remember this is for clients who already have an R)
• Start with Br because it is the easiest
o Rrrrrrrbrrrrrrrbrrrrrrrrb
o Make it a word rrrrrrburrrrrburrrrrr
o More complexity: brown, bride, broom
• Then practice Pr, Mr, and Wr the same way
• Then practice Gr, Kr, and Skr the same way
• The practice Dr, Tr, and Str the same way

Question 20

Starting R from scratch:

Answer 20

•	Teach Tip R (retroflex R)
•	Teach Back R (bunched R)
o	The butterfly: tongue widens, the back lateral margins elevate, and the whole tongue retracts
o	Separate—lift—pull back
o	Butterfly –voice—retract

Question 21

Teach ____ not ______!!!

Answer 21

movement patterns
phonemes!!!

Sequencing—sound blending—co-articulation