1 / 87

The Wonder of Cycles

The Wonder of Cycles. Created by Barbara Hodson Shared by Anne Hasting 2013. Where credit is due. Created by Barbara Hodson Evaluating and Enhancing Children’s Phonological Systems www.phonocomp.com. This approach. Created for severe-profound intelligibility problems

papina
Download Presentation

The Wonder of Cycles

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. The Wonder of Cycles Created by Barbara Hodson Shared by Anne Hasting 2013

  2. Where credit is due • Created by Barbara Hodson • Evaluating and Enhancing Children’s Phonological Systems • www.phonocomp.com

  3. This approach • Created for severe-profound intelligibility problems • More closely matches natural acquisition • Evidence-based • Ages 2-14 • Variety of disorders • Refined over 35 years • Works

  4. Poorly intelligible kids… • Not auditory self-monitoring • Rely on inaccurate kinesthetic self-monitoring • Order in disorder • More likely to evidence certain processes • Lag behind in basic literacy and spelling later

  5. What’s important? • Intelligibility! • Not number of errors • Child with /s/ lisp and /s/ omission have same number of errors on GFTA-2 • Intelligibility in connected speech – how to estimate? • Sentence imitation • HAPP-3

  6. Identify errors • Tests are for identifying disability • Avoid teaching to the test • Not very helpful anyway • Play and listen, take notes • Put parents to work if kid doesn’t cooperate • Video recording, audio recording, notes • Full analysis not necessary • First look for absence of primary patterns (slide 11)

  7. What do you want? • Cycles terminology focuses not on the deficits, but on what you want the child to do • Syllable reduction? Syllableness • Initial/final consonant deletion? Singleton consonants, initial and final • Fronting/backing? Anterior-posterior contrasts • Cluster reduction? /s/ clusters • Liquid gliding? Liquids • Processes? Patterns

  8. Cycles has cycles • Cycle: series of target patterns • Work on each target pattern in succession • 5-20 weeks, depending on number of deficiencies and on stimulability • Then start over, add phonemes to patterns if possible • First you cycle primary patterns • When primary patterns reach accuracy criteria (3-5 cycles), begin cycling secondary patterns

  9. Priorities • Omissions and additions are top • Substitutions are next critical after o & a • Distortions have much less impact on intelligibility • Structural changes • Syllable deletion • Singleton consonant deletions (initial and/or final) • Cluster reduction • Epenthesis • Syllable addition

  10. What are we working on again? • Patterns NOT sounds • Need to use sounds to work on patterns • Catch-22? Just keep in mind that the sounds are a means to an end. • Do NOT work on every sound in error • Choose a few *stimulable* sounds to teach patterns • One clinical hour per target sound • Number of target sounds depends on stimulability

  11. Primary Patterns • Primary patterns: • Syllableness • Singleton consonants • Initial • Final • /s/ clusters • Anterior-posterior contrasts • Liquids • Target what the child needs

  12. Syllableness • Spondees (equal-stress words) • Targeting non-spondee two-syllable words results in inappropriate prosody or encourages syllable deletion • Target is producing multiple syllables • How’s he doing? • ice cream -> cream  • ice cream -> eye ee • ice cream -> ha ha 

  13. Singleton consonants • Initial singleton consonants (if in error) • Choose 2-6 target phonemes • Stops /b, p/ possibly /d, t, g, k/ • Nasals /m, n/ • Glide /w/ • Always use real words, not made-up syllables • Always use words the child can say • If CVC is not stimulable, try CV

  14. Singleton Consonants • Final singleton consonants • Choose 2-6 target phonemes • Voiceless stops /p, t, k/ • Nasals /m, n/ • Always use real words, not made-up syllables • Always use words the child can say • If CVC is not stimulable, try VC

  15. /s/ clusters • /s/ clusters • Initial • /st, sp, sk, sm, sn/ (careful fronting/backing) • Video 1, s clusters M • Final • /ts, ps, ks/ (careful fronting/backing) • Yay for morphology: plurals, 3p singular verbs • ONLY if singleton consonants are present • If fluent words: “It’s a spoon.” “It’s a snail.” • Video 2, it’s a sk I

  16. Anterior-posterior contrasts • If not stimulable, target as a secondary pattern • Most kids are fronters or velar deleters; you want velars • Final /k/ • Initial /k/, /g/ • Some kids are backers; you want alveolars • Initial /t/, /d/ • Final /t/ • Avoid words that have both front and back sounds: dog, coat, take, kiss, knock

  17. Liquids • 3 y/o vs. 7 y/o working on /r/ for first time • Developmentally appropriate acquisition • Hodson’s data • “Not a glide” • Derhotacized/lax /r/ and vowels are acceptable • Data collection: • Run -> wun • Run -> oowun • Run -> oouuuun • Run -> r)un • Video 3, liquids I

  18. Liquids • Target initial /l/ • Stable jaw tongue clicking for a week at home before targeting • Target initial /r/ (“er”) • Needs to be “era:k” • Jaw wide open for onset, keep it open during pause and rime (no /w/ insertion) • Target /r/ blends if stimulable for velars • /k, g/ are facilitative • Target velar and alveolar /l/ blends when /l/ is solid • /p, b, m, f, v/ encourage gliding, so rope, roof, rabbit, lamp, and leaf would be out

  19. Nitty gritty, part 1 • One clinical hour per target phoneme (2-6 hours per target pattern) • Hodson recommends one hour per week total: three 20-minute, two 30-minute, one 60-minute • Double time if child has intellectual disability • MUST be stimulable • Use sounds the child can say (maybe not easily) to work on patterns the child has not mastered • Stimulable doesn’t mean easy • Focused auditory input cycle for nons (nonstimulable, nonverbal, or noncompliant) • One cycle of primary patterns: only input, no production requirements • Usually needed for children younger than 3 years • 2 weeks on each primary pattern except liquids (10 weeks)

  20. Primary Pattern Graduation • Move from primary to secondary patterns when: • Initial /m, n, w/ and stops 60% correct in conversation • Final /m, n, p, t, k/ 60% correct in conversation • A-p contrasts 60% in conv. in one word position • /s/ clusters emerging in conversation • Liquid approximations at the word level • Listen during liquids • Not reached criteria? Cycle error patterns again • Severe intelligibility = 3-4 primary cycles

  21. Secondary Patterns • Begin after criteria have been reached for primary pattern “graduation” • Do NOT kill yourself analyzing all patterns early • Listen during liquids

  22. Possible Secondary Patterns • Some common ones: • Voicing contrasts • Vowel contrasts • *Anterior-posterior contrasts • Stridency • Palatals • Other consonant clusters • Context-related processes • Assimilations • Metathesis • Idiosyncratic rules

  23. Voicing Contrasts • Errors with voiced/voiceless cognates • p/b, t/d, s/z, etc. • Prevocalic voicing • Use minimal pair words and some amplification

  24. Vowel Contrasts • Usually get the vowels sorted out during the primary cycles • Use minimal pairs and some amplification

  25. Anterior-Posterior Contrasts • Target in secondary cycles if not stimulable during primary cycles • See slide 16

  26. Stridency • Stridents: f, v, s, z, sh, zh, ch, j • Stridency deletion: substituting non-stridents or deleting the strident altogether • Fan->pan, Sue->new, peach->pea, fishing->fitting • Stridents are often stopped but not always • Usually working on /s/ clusters generalizes but if not: • Target /f/ and /s/ first, usually in final position

  27. Palatals • Palatals: y, sh, ch, j • Target y first • Then insert y after other palatals • Chyair (child will probably say tsyair) • Shyoe (syoe) • Jyump (dzyump) • Usually ch is more stimulable than sh or j

  28. Other Consonant Clusters • Examples: kw, tw, sw, by, hy, fy, ky, my • /s/+stop final clusters (e.g. toast) • Medial /s/ clusters (boxes, sister) • Three consonant sequences (straw, square)

  29. Context-related Processes • Assimilations: • Labial, e.g. pin -> pim • Alveolar, e.g. take -> tate • Velar, e.g. green -> gring • Nasal, e.g. mat -> man • Assimilations multiply with other errors • Pin -> im (adding initial consonant deletion) • Take -> date (adding prevocalic voicing) • Green -> wing (adding cluster reduction & gliding) • Mat -> many (adding diminutization)

  30. Context-related Processes • Metathesis (switching positions) • Ask->aks, take->kate • Reduplication • Bottle->baba, TV->beebee • Idiosyncratic rules - some fun ones: • Alveolar and velar stops, and all stridents = /h/ • All fricatives, affricates, and clusters = /d/ • (except /h/ ) • Minimal pairs

  31. Advanced Patterns • Upper elementary, middle (~age 9 and up) • Look fine on artic tests but have intelligibility issues in the real world • Usually have language/learning disabilities • Complex consonant sequences (extra, excuse) • Video 4, complex sequences I • Multisyllabicity (apostrophe, aluminum) • Segment phonemes syllable by syllable • Teach “phonics writing” • Once you’ve broken it up, put it all back together

  32. Example: Morgan, age 4:10 • Morgan is poorly intelligible in conversation but between the GFTA and mom you get: • House -> how • Stop -> top • Big -> bid • Carson -> tawtuh • Make -> nay • Like -> wipe • Play -> pay • What will you do with her?

  33. Example: Morgan • Primary patterns • Singleton consonants (final) • /s/ clusters • Anterior-posterior contrasts • Liquids

  34. Example: Adam, age 6:1 • Adam’s intelligibility in conversation varies • Errors include: • Stop -> chop • Likes -> wite • Chair -> tayoh • Tree -> tee • Susannah -> Chuchannah • Skates -> chate • Christmas -> Kimuch • Shoes -> chooch • Zero -> jeewo

  35. Example: Adam • Primary patterns: • /s/ clusters (avoid sk) • Anterior-posterior contrasts • Liquids

  36. Example: Hannah, age 3:3 • Hannah doesn’t say much. Mom understands very little of what Hannah does say. Imitated single words include: • Drum -> uh • Mommy -> um • Me = correct • Green -> nee • Blue -> woh • Chair = refused to attempt • Baby -> bee

  37. Example: Hannah • Auditory input cycle? • Primary patterns • Syllableness • Singleton consonants (initial) • Singleton consonants (final) • /s/ blends when singleton consonants emerging • Anterior-posterior contrasts • Liquids

  38. Example: Nathan, age 10:6 • Nathan has had 7 years of remediation but remains unintelligible at times. You hear: • Skinny -> sinny • Color -> coloh • Electricity -> elekitsy • Christina -> wikseeta • Lightning = correct • Germany = Johmany • Mixture -> mistoh • Hopping = correct • Sneeze -> seeze • Huge = correct

  39. Nathan • Primary Patterns • /s/ clusters • Liquids (/r/) • Secondary Patterns • Metathesis and migration best addressed in: • Advanced Patterns • Complex consonant sequences • Multisyllabicity

  40. Whew • Enough framework for you? • It’s the most important part! • Organization of overall treatment • What does a session look like?

  41. Sessions • Review • Listening words • Practice patterns • Metaphonological skills • Listening words • Stimulability

  42. Session Structure • Review last week’s targets IF same pattern – 2 minutes • Listening words (amplified auditory stimulation) – 15 seconds • 12-15 words at slight amplification (6-12 dB) • Clinician reads, child listens • Speak normally • Child can attempt a few production practice words (see next slide) while wearing amplification • Try PVC piping or Whisperphone Duet • Evidence-based

  43. Session Structure • Production practice – main bulk of session • Choose 2-5 target words (no nonsense syllables) • Ages 1-too immature to sit and attend: • Opportunities for targets to be produced naturally in context • Ages 3ish and up: • Create practice cards • Draw, write, color targets on index cards • Can “play and say” or produce in context or a little of both • Metaphonological skills—see next slide • Able to read: • Short oral reading period focusing on target pattern

  44. Metaphonological Skills • Struggle with basic literacy and spelling • A few minutes each session targeting: • Rhyming • Segmentation and blending of: • Syllables, Video 5, syllable blending M • Onset and rime, Videos 6 & 7, blending I, seg E • Phonemes, Videos 8, 9, & 10, blending D, seg D & J • Manipulation • Send home short rhymes like Jack and Jill • Video 11 nursery thyme cloze s • Increase the time in final cycles

  45. Session Structure • Listening words – 15 seconds • Same list, same amplification • Stimulability – 2 minutes • Select next session’s practice words

  46. Nitty gritty, part 2 • Evidence-based but may not work if you do not follow the protocol • Quality over quantity • STIMULABLE • No data collection – measures are provided at the end of each cycle not each session • Interferes with naturalistic interactions • Mixing errors with correct leads to fuzzy phonological representation • Don’t say “good job” when you mean “good try” • Give accurate feedback and immediately try to correct the error

  47. Nitty gritty, part 3 • Group therapy • FAPE, individualization • Progress is known to be slower • Listening to several targets in one session may lead to fuzzy phonological representation • Choosing targets • Listening list: anything with target pattern • Practice words: stimulable, phonetic environment, can teach semantics • Metaphonological words: child must already know • Fine if production is imperfect

  48. Homework • Homework – 2 minutes per day • School age: para/aide or educator can do this • Parent reads listening words, child says each practice word once, read rhyme if applicable • Good luck • I train parents/teachers on ear training

  49. Ear training • Supports Cycles • Important: limited to current target pattern • Five types: • Modeling • Auditory awareness • **Feedback** • Praise • Corrections

  50. Ear training • Modeling (auditory bombardment) • Focused play, say targets often without requiring the child to imitate • Auditory awareness • “Johnny, want to go—hey, go has your /g/ sound! Want to go outside and play?” • Feedback – “Ditzy dame routine” • “The tea? Hm, I don’t see any tea out there to drink… Oh, you mean tree! Sorry, I heard tea. I do see the snow on the tree.” • “Nack? I don’t know what a nack is… Oh, snack! Sure, you can have a snack.”

More Related