Articulation Education
Once error sounds are identified, a speech language specialist will come up with a plan to help facilitate correct sound production. The structure of the oral musculature (lips, teeth, tongue, cheeks, and jaw) is examined to see if there is sufficient strength and mobility to support better speech. The flow of air during speech is looked at to see if it is being optimally directed through the oral musculature. Breathing patterns are examined to see if the student is using "belly-breathing," or is using a shallower breathing pattern, which engages the clavicle, neck, and shoulder areas instead.
The Van Riper approach is one traditional approach that many speech therapists use to remediate articulation deficits. It is a scaffolded approach in which the target phoneme is taught in isolation (by itself), in syllables, in all positions of words, in phrases, in sentences, in structured speech (when the student speaks freely, but with the understanding that the therapist will be listening for their target sound) and finally in spontaneous speech (a free flowing conversation in which little thought is given to sound production).
Once a student achieves mastery of one step, another step is begun. During speech sessions, the students may work on breathing and oral motor skills if necessary, and then will work on their target sounds through drill work. In order to keep the students' interest and attention, therapy is infused with games, rewards, and the use of technology such as iPads. The students receive homework to reinforce correct sound production with an adult at home and are expected to practice for a few minutes 5-7 days a week. Ideas for incorporating speech practice into a typical day will be shared on this web-site, as will word lists, and other helpful information. Just click on Articulation Education in the menu section to access pages for specific sounds.
The Van Riper approach is one traditional approach that many speech therapists use to remediate articulation deficits. It is a scaffolded approach in which the target phoneme is taught in isolation (by itself), in syllables, in all positions of words, in phrases, in sentences, in structured speech (when the student speaks freely, but with the understanding that the therapist will be listening for their target sound) and finally in spontaneous speech (a free flowing conversation in which little thought is given to sound production).
Once a student achieves mastery of one step, another step is begun. During speech sessions, the students may work on breathing and oral motor skills if necessary, and then will work on their target sounds through drill work. In order to keep the students' interest and attention, therapy is infused with games, rewards, and the use of technology such as iPads. The students receive homework to reinforce correct sound production with an adult at home and are expected to practice for a few minutes 5-7 days a week. Ideas for incorporating speech practice into a typical day will be shared on this web-site, as will word lists, and other helpful information. Just click on Articulation Education in the menu section to access pages for specific sounds.