LinguiSystems home
Early Articulation Books for Cleft Palate Speech Chippy Plays with Cars
Ages: 2-7   Grades: Toddler-2

Chippy and his sister Twitch teach children to use oral airflow to make the /f/ and /v/ sounds in this storybook especially for children with a repaired cleft palate. 

Outcomes

  • Produce the /f/ and /v/ sounds
  • Prevent or eliminate glottal stops in production of the /f/ and /v/ sounds
  • Improve intelligibility of speech
Book
#31057
$14.95
Add to Cart

Chippy Plays with Cars builds on the skills learned in the first two books in the Early Articulation Books for Cleft Palate series.  Correct production of /f/ and /v/ brings articulation to the front of the mouth and helps prevent the production of glottal stops.

The captivating illustrations help children visualize the target 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.  Activities to further develop the target skills are listed on the last page of the book. 

Chippy Plays with Cars is the third book in the Early Articulation Books for Cleft Palate Speech 6-book set.  This book may be purchased individually or 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 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 /f/ and /v/ sounds should be the first fricatives targeted because they are anterior, visible, and the earliest-developing fricatives (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 Plays with Cars 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 Plays with Cars is the third book in the series.  This book builds on the skills learned in the first two books, using adequate oral airflow to make the /f/ and /v/ sounds.  Correct production of /f/ and /v/ brings the articulation to the front of the mouth and helps prevent the production of glottal stops.  The /f/ and /v/ sounds are the earliest-developing fricatives; therefore, they should be the first fricatives targeted.

Chippy Plays with Cars captures a child's interest as he 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 /f/ and /v/ sounds, the child may need to block his nasal passages to help direct the air out his mouth.  Have him pinch his nose shut by using both index fingers.  Once he has mastered the /f/ and /v/ sounds with nasal occlusion, have him complete the same tasks without holding his 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., "chipmunk sound" instead of "f" or "motor sound"  instead of "v").  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