This resource has hundreds of ready-to-use stimuli in a straightforward organization. Use them with a wide range of articulation disorders and ages.
- Improve articulation of all the consonant sounds and clusters
- Progress from the word level to structured story level
Stimulus items are organized by place and type of production within eight broad phonemic groupings:
- p, b, m
- k, g, ng, y
- f, v, h, w, wh
- t, d, n, l, and l-blends (bl, fl, gl, kl, pl)
- s, z, and s-blends (ski, sl, sm, sn, sp, st, sw)
- sh, ch, zh, and j
- voiceless th and voiced th
- r and r-blends (br, dr, fr, gr, kr, pr, tr, skr, spr, str, thr)
The stimuli are organized in units divisible by ten for easy calculation of progress.
The materials included for each phoneme group are:
- word lists of single syllable and multisyllable words with the target phoneme in all word positions
- phrase and sentence lists with the target phoneme in all word positions
- grids of 20 pictures with the target phoneme in all positions of words
- questions to prompt clients to use the target phoneme in their response
- paragraphs loaded with the target phoneme to read aloud or paraphrase
- picture scenes loaded with target phonemes for naming and story telling
Copyright © 1998
The HELP books are all superior products that go the extra mile to help children with special needs. Thank you!
Mary Fratianni, Special Needs Coordinator
Port Jefferson Station, NY
- Children with spoken language problems frequently have difficulty learning to read and write, and children with reading and writing problems frequently have difficulty with spoken language. Instruction in spoken language can result in growth in written language, and instruction in written language can result in growth in spoken language (ASHA, 2001).
- Impairment in phonology and speech production impedes the development of effective communication, language, and/or speech (Taylor-Goh, 2005).
- Speech-sound intervention should facilitate correct productions across word positions and linguistic units (Bernthal & Bankson, 2004).
HELP for Articulation incorporates these principles and is also based on expert professional practice.
American Speech-Language-Hearing Association (ASHA). (2001). Roles and responsibilities of speech-language pathologists with respect to reading and writing in children and adolescents [Position Statement]. Retrieved July 24, 2009, from www.asha.org/policy
Bernthal, J.E., & Bankson, N.W. (2004). Articulation and phonological disorders. Boston: Allyn and Bacon.
Taylor-Goh, S. (2005). Royal college of speech & language therapists: Clinical guidelines. United Kingdom: Speechmark.