Therapy for individual phonemes Flashcards
1
Q
teaching /k/ and /g/
A
- the dorsum of the tongue must raise to contact the soft palate and form a seal which completely blocks the air stream
- the back of the tongue must suddenly pull away from the velum to create burst of air
2
Q
strategies for eliciting these phonemes
A
- if ch. fronts, hold down tongue up
- place your fingers under ch chin, push up
3
Q
strategies cont..
A
- tell ch to hold his tongue against his lower teeth and hold his hand in front of his mouth to feel the burst of air as he imitates you- tell him to raise the back of his tongue
- use a mirror and have the client imitate you
- use tongue depressor to push the tongue upward and backward in the oral cavity
4
Q
cont.
A
hold a piece of tissue paper or a feather in front of your mouth to demo aspiration
-marshmallow crème on ch soft palate – get crème with middle of her tongue
5
Q
say /iiiiii/
A
- raise tongue to contact soft palate, make burst of air
- shape /k,g/ from PROLONGED /ng/
6
Q
teaching /s/ and /z/
A
like to refer to theses sound with animal analogies
7
Q
types of lisps
A
- type 1. the frontal lisp
- teeth not together, tongue tip typically near or behind lower central incisors
- tongue not between teeth
- ch. may have an open bite
8
Q
type 2. the interdental lisp
A
- tongue tip protrude BETWEEN upper and lower central INCISORS
- MR. MOUTH helpful
9
Q
type 3: the lateral lisp
A
- tongue tip touching alveolar ridge
- air forced laterally, creating significantly distorted friction
- very hard to fix
10
Q
however we can
A
- have the child strongly aspirate a /t/
- use a bite block to stabilize production
- a bite block helps the jaw to not move around
- have the child say /t t t t t t t sssssss/
- eventual you can get away from the bite block
11
Q
/s/ /z/ strategies
A
- shape /s/ from words that end in /ts/ like “boats” or “Cats”
- tell ch to drop her tongue after she says /t/
- try having the child strongly aspirate /t/ –> german affricate /ts/. have the child prolong second part of this affricate
12
Q
try this yourself
A
- and notice that when you make a really strong /t/, your tongue tip drops into perfect position for predorsal /s/
- tell the child that when her tongue drops down, hold it there and produce an /s/
13
Q
other techniques for /s/ include:
A
- mirror
- for tongue-tip down /s/ tell client to position back/sides of tongue to contact upper back teeth
- place tongue tip behind lower central incisors
- close teeth, intiate /s/
14
Q
to develop a central airstream
A
- close teeth, direct airstream through a straw
- place finger at very center of teeth, attempt /s/
- draw a small target; hold it in front of chs mouth; tell her to make a bulls eye with the /s/
15
Q
other techniques
A
- tell the child to make a smile and hide his tongue behind the white gate (teeth) while resting his tongue along his upper back teeth
- tell him to blow out a straight, fine stream of air
- place your finger in their center of his lips/teeth for an additional cue
16
Q
Also
A
- draw /s/
- trace /s/ in salt or sand
- tactile cue (finger up arm )
17
Q
techniques for /l/
A
- one of the most common errors in children is j/l ( I yike that yamp)
- I like to tell kids about the magic spot (alveolar ridge)
- it is very important for kids to have perfect awareness of the alveolar ridge and know exactly where their tongue is to be placed\
- use mirror depressor to physically touch alveolar ridge
- mirror
18
Q
One of my favorite techniques
A
-use altoid, lifesaver, or fruitless, tongue tip holds it on alveolar ridge for 5-10 seconds
