Children with a repaired cleft palate learn to produce the /k/ and /g/ sounds with this engaging story and illustrations that help them visualize techniques and have fun too!
- Prevent or eliminate glottal stops and other compensatory errors in the production of the /k/ and /g/ sounds
- Improve intelligibility of speech
Since the /k/ and /g sounds are produced in the back of the oral cavity, children with a repaired cleft palate may erroneously produce the sounds using a glottal stop or another posterior compensatory error. This book teaches children to position the tongue properly to build oral pressure for the /k/ and /g/ sounds.
Children relate well to Chippy the Chipmunk as his big sister Twitch helps him articulate sounds and eliminate compensatory errors. 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 other posterior compensatory errors. Activities to reinforce the target skills are listed on the last page of the book.
Chippy Visits a Farm is the sixth 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/
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- 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 the recommended procedure 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 /k/ and /g/ sounds are the final plosives taught because they are the most challenging. These sounds require posterior articulator placement that is close to the vocal tract where glottal errors are produced (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 Visits a Farm 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.