Achieve carryover of articulation skills while boosting curricular language. Students practice target phonemes embedded in academic topics in the therapy room and other school settings, and at home.
- Achieve carryover of r, s, th, l, sh, and ch
- Improve curricular language to meet IDEA guidelines
Written in the popular format of the Easy Does It series, this program has:
- detailed explanations of therapy techniques
- systematic lesson plans
- clear goals and objectives
- student practice activities and materials
- take-home activities
The activities target articulation of r, s, th, l, sh, and ch. Language skills are reinforced with content in:
- academic areas (e.g., math, science, geography)
- narrative text
- expository ext
The Therapy Manual provides goals and objectives and specific directions for activities. The Materials Book has 176 pages of corresponding student activities. Copy the student activity pages or print them from the FREE CD. Lesson topics such as Mummies, Music Careers, Recycling, The Gold Rush, and Equality keep students engaged. Learning formats vary from easy science experiments to taking opinion polls and using play money.
There are three types of activities:
- Controlled Carryover—Students practice activities in the therapy room and in another school setting with the SLP. The activities are also appropriate for students practicing correct sound production at the word and sentence levels.
- General Carryover at School—Students practice activities in the therapy room and in another school setting with the SLP. Then, the students practice the activities with other personnel in the school setting.
- General Carryover at Home—Students practice activities in the therapy room, then in another school setting, and finally independently in the home setting.
Extra helps include:
- family letter
- school personnel letter
- instructional sheets for family members and school personnel
- reproducible word, phrase, and sentence lists
Copyright © 2004
- A language-based approach to articulation therapy is useful for any client at the point in treatment where carryover of connected speech is the goal (Bernthal & Bankson, 2004).
- Speech-sound intervention should facilitate generalization of newly-acquired skills to a variety of listening, speaking, and literacy-learning contexts (ASHA, 2004).
- Activities reflecting real-life situations that use functional words facilitate generalization to other persons and settings (Bleile, 2004).
- Rather than wait until a client can successfully produce a sound at the sentence level, activities to generalize the sound across situations should be presented as soon as the client can produce the sound successfully in words (Bernthal, Bankson, & Flipsen, 2009).
Easy Does It for Articulation A Language Approach incorporates these principles and is also based on expert professional practice.
American Speech-Language-Hearing Association. (2004). Preferred practice patterns for the profession of speech-language pathology [Preferred Practice Patterns]. Retrieved February 26, 2009 from www.asha.org/policy
Bernthal, J.E., & Bankson, N.W. (2004). Articulation and phonological disorders. Boston: Allyn and Bacon.
Bernthal, J.E., Bankson, N.W., & Flipsen Jr., P. (2009). Articulation and phonological disorders: Speech sound disorders in children (6th ed.). Boston: Pearson.
Bleile, K.M. (2004). Manual of articulation and phonological disorders: Infancy through adulthood (2nd ed.). Clifton Park, NY: Delmar Learning.