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Early Articulation Books for Cleft Palate Speech Chippy Visits a Farm
Ages: 2-7   Grades: Toddler-2

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! 

 

Outcomes

  • Prevent or eliminate glottal stops and other compensatory errors in the production of the /k/ and /g/ sounds
  • Improve intelligibility of speech
Book
#31060
$14.95
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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/

 

Copyright © 2009

Components
14 8½" x 11" coated pages, suggested follow-up activities
  • 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.

References

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.

Author(s)

Kristi Chamberlain

Biography

Kristi Chamberlain, M.A., CCC-SLP, received her training from the University of Florida.  She became interested in working with the cleft palate population in graduate school.  After completing a practicum at the cleft palate clinic in Gainesville, Florida, Kristi completed an externship at the Craniofacial Center of Children's Healthcare of Atlanta with John Riski, Ph.D., CCC-SLP, as her mentor.  Since then, Kristi has been working with children who demonstrate various communication disorders.  She often consults with other speech pathologists about therapy techniques for children with cleft palate speech.  Kristi currently lives in Huntsville, Alabama, with her husband, Matt.

Introduction

The Early Articulation Books for Cleft Palate Speech series includes six books designed to increase intelligibility by improving articulation skills and eliminating compensatory errors, such as glottal stops, pharyngeal fricatives, velar fricatives, pharyngeal stops, posterior nasal fricatives, and mid-dorsom palatal stops.  Each book centers around a chipmunk named Chippy and his big sister, Twitch.  Chippy demonstrates a speech disorder due to a cleft lip/palate and Twitch helps him learn to produce sounds correctly.

  • Book 1—Chippy Has a Birthday targets production of oral airflow needed 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/

The Early Articulation Books for Cleft Palate Speech series is designed for a child who has a repaired cleft palate and limited intelligibility due to compensatory errors.  Prior to treatment, administration of an articulation test designed for children with cleft palate, such as the Error Pattern Diagnostic Articulation Test (Bzoch, 2004) or the Iowa Pressure Consonant Test (Templin & Darley, 1969) is recommended.  Results of an articulation test will help identify the types of errors and the specific sounds that require practice.  A hearing test is also recommended prior to initiating therapy since otitis media is common in children with cleft palate.

The books in this series are organized in a specific order to help direct the course of therapy, from teaching oral airflow to early developing sounds.  Clinician's notes are provided in each story to more fully explain therapy techniques.  In addition, activities to reinforce the target skills are listed on the last page in each book.

Chippy Visits a Farm is the sixth book in the series.  This book targets the /k/ and /g/ sounds, which require oral pressure to produce a burst of air.  The /k/ and /g/ sounds are the last plosive sounds taught.  Since they are produced in the back of the oral cavity, they are often replaced with a glottal stop or another posterior compensatory error.

Chippy Visits a Farm captures the child's interest as she learns new speech skills.  As you read the book together, have your student perform the same tasks as Chippy.  Talk about the sensory feedback the child experiences during each task.  

When first learning the /k/ and /g/ sounds, the child may need to block her nasal passages to help build up the appropriate pressure within the oral cavity.  Have her pinch her nose shut by using both index fingers.  Once she has mastered the /k/ and /g/ sounds with nasal occlusion, have her complete the same tasks without holding her nose.

If there is a structural reason for nasal air emission and oral airflow cannot be achieved without nasal occlusion, continue to practice sounds with nasal occlusion until the nasopharynx is repaired.

Note: Some clinicians choose to rename sounds if a child is literate or has good preliteracy skills (e.g., "crow sound" instead of "k" or "goat sound"  instead of "g").  Renaming a sound encourages the child to think of the newly learned sound in terms of the new motor pattern.  Consider using this approach based on each child's unique needs.  

Kristi