Teach children with a repaired cleft palate to produce /p/ and /b/ with lighthearted, step-by-step illustrations and expert teaching helps.
- Produce the /p/ and /b/ sounds
- Improve intelligibility of speech
This book teaches children to build up and occlude pressure in the oral cavity and release airflow out of the mouth with a burst of air. This new skill transitions to the production of /p/ and /b/.
The captivating illustrations help children visualize the skills as they learn. Clinician's notes are provided to more fully explain therapy techniques, troubleshoot potential problems, and give tips for successful sound production and reduction of glottal or pharyngeal errors. Activities to further develop the target skills are listed on the last page of the book.
Chippy Pops Bubbles is the fourth book in the Early Articulation Books for Cleft Palate Speech 6-book set. It may be purchased individually as well as in the 6-book set. The books provide an evidence-based therapy progression when they are used in numerical order. The 6-book set consists of:
Book 1—Chippy Has a Birthday targets production of oral airflow for speech
Book 2—Chippy Plays School targets /h/
Book 3—Chippy Plays with Cars targets /f/ and /v/
Book 4—Chippy Pops Bubbles targets /p/ and /b/
Book 5—Chippy Makes New Friends targets /t/ and /d/
Book 6—Chippy Visits a Farm targets /k/ and /g/
Copyright © 2009
- Identifying articulation and resonance problems in children with cleft palate speech is the first step to creating effective treatment plans (Golding-Kushner, 2001; Dixon-Wood, 2006).
- Children with compensatory errors due to cleft palate speech should participate in speech therapy on an individual basis at least three times per week (Golding-Kushner, 2001).
- Hypernasality and nasal air emission can result from poor articulation skills due to velopharyngeal mislearning (Kummer, 2006).
- Direct articulation therapy techniques are recommended for improving cleft palate speech (Golding-Kushner, 2001).
- Multisensory techniques are important to use with children with cleft palate speech due to structural differences and possible history of hearing loss (Dixon-Wood, 2006).
- The /p/ sound should be over aspirated when first taught (Golding-Kushner, 2001).
- Pairing voiceless consonants with whispered vowels is a common strategy to keep vocal folds open and eliminate glottal stops (Hardin-Jones, Chapman, & Scherer, 2006).
The Early Articulation Books for Cleft Palate Speech Chippy Pops Bubbles incorporates these principles and is also based on expert professional practice.
Bzoch, K. (2004). A battery of clinical perceptual tests, techniques, and observations for the reliable clinical assessment, evaluation, and management of 11 categorical aspects of cleft palate speech disorders. In K. Bzoch (Ed.), Communicative disorders related to cleft lip and palate (5th ed., pp. 383). Austin, TX: Pro-Ed, Inc.
Dixon-Wood, V.L. (2006). Assessment and intervention of speech disorders related to cleft lip and palate and velopharyngeal insufficiency. Perspectives on School-Based Issues, 7, 3-8.
Golding-Kushner, K.J. (2001). Therapy techniques for cleft palate speech and related disorders. San Diego, CA: Singular.
Hardin-Jones, M., Chapman, K., & Scherer, N.J. (2006, June 13). Early intervention in children with cleft palate. The ASHA Leader, 11(8), 8-9, 32.
Kummer, A.W. (2006, February 7). Resonance disorders and nasal emission: Evaluation and treatment using "low tech" and "no tech" procedures. The ASHA Leader, 11(2), 4, 26.
Templin, M., & Darley, L.F. (1969). Templin-Darley tests of articulation (2nd ed.). Iowa City, IA: Bureau of Educational Research and Service, University of Iowa.