Expand the word repertoire of children with highly unintelligible speech. Use a treatment sequence and carefully-selected stimuli based on the work of Barbara Williams Hodson and Elaine Pagel Paden.
- Improve intelligibility in children with severe to profound disorders
- Develop a functional word repertoire
Experienced and beginning clinicians love the Easy Does It series for their:
- detailed explanation of therapy techniques
- systematic lesson plans
- clear goals and objectives
- student practice activities and materials
Easy Does It for Articulation A Phonological Approach is based on the premise of giving children with severe phonological processing disorders words they can successfully produce. The words are carefully selected so the phonetic contexts of the target words do not contain other phonetic patterns that are typically deviant in children.
The program targets twelve phonological processes. Seven processes are primary or early-developing:
- consonant singletons (m, n, p, b, t, d, w, h)
- velars (k, g)
- alveolars (t, d)
- stridents and two-consonant sequences (final, initial, and medial /s/ blends)
- liquid /l/
- liquid /r/
Secondary patterns are addressed if specific errors persist after the primary processes are established:
- voicing (p/b, t/d, k/g, f/v, s/z, ch/y)
- singleton stridents (f, s, y, ch, sh,)
- glide sequences (tw, kw, sw, y)
- three-consonant sequences (str, skr, spr, spl, skw)
Copy the student activity pages. The two-book program provides:
- listening /auditory bombardment activities
- learning activities such as cueing strategies and placement techniques
- auditory bombardment pictures to print and color
- reproducible flash cards for each level of the twelve phonological processes
- activities and practice notes
- family letter
- oral motor activities
- pictures of hand signals
- response forms
Copyright © 2002
- Target sounds are considerably easier to elicit and faster to establish when the phonetic context is carefully selected (Hodson & Paden, 1991).
- Generalization of correct production from one sound to another is expected when remediation targets are selected on the basis of place, manner, and voicing analysis; distinctive feature analysis; or phonological process/pattern analysis (Bernthal & Bankson, 2004).
- Incorporating auditory bombardment and discrimination increases the clinical effectiveness of a contrastive therapy approach (Crosbie, Holm, & Dodd, 2005).
- According to the critical age hypothesis, unintelligible speech must be resolved by age 5:6 in order to significantly reduce academic problems associated with speech disorders (Bishop & Adams, 1990).
Easy Does It for Articulation A Phonological Approach incorporates these principles and is also based on expert professional practice.
Bernthal, J.E., & Bankson, N.W. (2004). Articulation and phonological disorders. Boston: Allyn and Bacon.
Bishop, D.V.M., & Adams, C. (1990). A prospective study of the relationship between specific language impairment, phonological disorders, and reading retardation. Journal of Child Psychology and Psychiatry, 31(7), 1027-1050.
Crosbie, S., Holm, A., & Dodd, B. (2005). Intervention for children with severe speech disorder: A comparison of two approaches. International Journal of Language & Communication Disorders, 40(4), 467-491.
Hodson, B., & Paden, E. (1991). Targeting intelligible speech: A phonological approach to remediation. (2nd ed.). Austin, Texas: Pro-Ed.