Post date: Aug 15, 2016 8:17:07 PM
What you can do in the classroom/at home today to have an impact
Speech Models - when you hear an error, demonstrate the correct way to say it - without expectation for him/her to 'fix it' after you (e.g. student: "a tar"... teacher: "yes, look it's a Car").
Emphasis - speaking in a slower and more deliberate manner with emphasis on producing the target sounds in all words and all positions when you are talking.
Repeating - when the student says a word with errors, repeat it with emphasis on the -now corrected- target sound(s). Not specifically for him to feel expected to repeat it back after you, but in a way that you know he heard you. If he does attempt it, repeat it again and reinforce his attempt (e.g. "wow, good try, you heard the difference there." or "nice job getting the 'k' sound in [the target word]!").
Inquiry - If you don't know if he meant to say "bag" or "bad", you can ask "did you mean 'bad' as in 'not good' or did you mean 'bag' as in 'a paper/plastic bag'?" Emphasis on the sound difference is key so he starts to understand that changes in sounds in words also change meaning. Again, reinforce any attempt to make it accurately.
Acknowledge Frustrations - If he tries and tries a word to get the sound(s) right, but fails, let him know you are aware of his hard work and that sometimes speaking is hard work. Ignoring it when he needs encouragement may build a negative perception.
AVOID Negative Perceptions - If he feels he can't do it, he won't. If he feels he can, he will keep trying and learning and growing. Often times, a naturally developing speech sound can be delayed due to how he feels about it. Avoiding saying words with the sound(s), speaking quieter, mumbling, refusal to participate in discussions, etc. are signs that he might be feeling self-conscious about his performance and helpless about his ability. So stay away from phrases like "I can never understand you when you talk like that", "No, it's not [erred word] it's [target word]", "say it like this...no, try again...", or anything that is mocking or making fun of his attempt.
Foster Self-Corrections - If you catch him making the sound in error and then attempting to fix it or fixing it himself without prompting, this is cause for celebration! Self correction of speech sounds shows that he is hearing the difference in the sounds in free flowing speech, knows how to produce the sound accurately on command, and that he has the control and confidence to recognize the issue in communicating with others and make the necessary correction to foster better communication. When this is first observed, it needs to be highly reinforced/rewarded. This is the end-goal of any articulation therapy program. When self-correction is fostered, sound mastery is not far behind.