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Goal: By 12/01/2023, The student will discriminate speech on the basis of segmental features by identifying or producing target sounds in a series of orally presented words with 80% accuracy in 4 out 5 trials as measured by SLP data collection.
Intervention Implementation: Intervention will be implemented with verbal cueing as needed. Goal will be continuosly worked on as an introduction into therapy each session. The student will listen to a verbally presented sound that they will identify during various sorting and interactive book activities. Visual cueing will be provided to aid the students ability to identify the sound.
Data Tracking: Data will be tracked using a plus and minus system throughout the session.
SounddiscriminationWorksheetthvsf-1.pdfSound Discrimination
Sound Discrimination
An auditory discrimination activity allows speech therapist to work on a child's hearing perception differences and similarities between two sounds at the phonemes level and eventually build up to the word and sentence level.
/th/ and /f/ are sounds that are difficult to hear when hearing is impaired. Being able to distinguish between the two is helpful when helping clients to train their hearing. It is common to hear /f/ replacing /th/ in the initial position of words. Training the ear to hear the difference will increase the child's articulatory accuracy as well as intelligibility.
The activity would be introduced with visuals/objects of words with each sound. In the beginning of the session, auditory bombardment will be used to go quickly through the words that will be used throughout the session activity. The child will be presented with two visual choices- when verbally prompted, the child will sort the sound in to the correct jar.
EBP Description: Two large groups of children- one progressing normally in school and the other showing language-learning problems were tested on a set of auditory discrimination tasks that required responding to small acoustic differences. Percentages of correct classifications increased to 87% and 75% when measures of receptive vocabulary. Results suggested that fine-grained auditory discrimination makes a major contribution to language learning in early elementary school years.
EBP: Elliott, L. L., Northwestern University Google Scholar More articles by this author, Hammer, M. A., & Scholl, M. E. (2018, July 12). Fine-grained auditory discrimination in normal children and children with language-learning problems. ASHA Wire. Retrieved December 1, 2022, from https://pubs.asha.org/doi/abs/10.1044/jshr.3201.112
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