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Speech Sound Production Charts
Speech Sound Development Chart.pdfThese are norms for when speech sounds are typically mastered. When we talk about mastery we are saying that the child is using that target sound accurately in at least 80% of opportunities in his/her conversations.
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The SLP works with children on hearing the sound differences, showing them how the target sound is produced, then encouraging them to produce the sounds in increasingly difficult situations (sounds, words, sentences, conversation - and tongue twisters for some good fun).
Sometimes children have difficulty producing more complex forms of speech. Simplification patterns called Phonological Processes make the speech of a child 'cute' at 3 years old but generally become concerning if they continue these patterns into elementary school age.
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The SLP works with children again on hearing the more complex sound difference, showing them how to eliminate the targeted pattern, then encouraging them to produce the new pattern in increasingly difficult situations.
phonological_processes chart.pdfSpeech Sound Strategies Everyone Can Do
Model:
We learn speech sound structure and patterns through the models that are present in our daily environment. If a child has speech models that are mumbled, fast, or missing sounds, then it's likely that the child will develop speech that is fast, mumbled and missing sounds. If the speech model is clear and precise, the child will likely develop clear and concise speech. I say likely, because there are many factors that could inhibit this. But it is worth noting, that siblings' speech plays a major role in a child's speech development. E.g. slow and carefully saying: “I like car rides, cars are so cool!”
Exaggerate/Emphasize:
If your child isn't developing a certain sound, or is difficult to understand, or your speech models haven't been the strongest, you can change all that by emphasizing the sounds that are hard and exaggerating your speech to call attention to it. This is a more passive support versus active in that all the child has to do here is listen. You do all the work by mindfully presenting a new stimulus. The child intrinsically detects the change and his/her brain tries to work out what's different and how to make up for that difference. E.g. “I liKe CARRRR Rides, CARRRs ARe so Cool!”
Imitate:
The third level of support includes imitating your child's words/sounds while using emphasis in your speech models. This provides a direct example of contrasting speech production and performance which in the least helps broaden discernment. E.g. child says: "tan we have a tau wide?" You respond: "A CARRR Ride? hmm, Can we have a CARRR Ride?, Yea, sure we Can go on a CARRR Ride."
Repeat:
Wash. Rinse. Repeat. Repetition is a practice based in evidence that SLP's leverage as often as possible. Working with families for nearly 20-years, I can tell the difference between kids/families that practice modeling, exaggerating, and imitation versus those that don't. How? Those families get results. If you want results, employ these strategies on a daily basis as often as possible without bringing on frustration.
Reward:
The best reward for a child is spelled T-I-M-E. The love language of a child is spelled S-I-L-L-Y. Beyond that, some kids still need extra motivation to try things that are hard for them. Putting together sticker charts and incorporating material motivators are a great way to help you child with perseverance and working towards longer goals. Better than those external motivators are internal/intrinsic motivators such as expressing gratitude, pride, and encouragement. Tell them how proud you are that they are working on such a hard task. Be grateful with them for the progress that they have made up to this point (look at those sticker charts). Encourage them to continue down this road as the reward at the end is greater than any toy they get for filling up their sticker chart.
Speech Fluency - Stuttering
7 Tips_for_parents (Fluency).pdfSpeech fluency can be tricky to work with. In many cases, speech disfluency issues don’t just go away, but rather are managed over time. Sometimes managed well, sometimes not managed so well.
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This chart (left) provides basic tips that you can employ at home to manage stuttering well. There are also a multitude of resources online for family and individual support (LINKS).
While this document is geared more toward teachers, it has some good information for setting up a classroom environment that works for children who have ongoing fluency concerns.
Basic Strategies to Increase Fluent Speech in the Classroom (1).pdfTherapy: Plan of Attack!
artic_therapy_process.pdfThe process of articulation therapy is nicely highlighted in this PDF from mommyspeechtherapy.com. They also have a blog post that goes over each piece of the pinwheel in-depth. If you have a few moments, it is well worth the read.
If you don't have a few moments, it goes like this...
Can the child make the sound by itself (isolation)?
If they can with at least 80% accuracy, we move on to the next level.
Syllables. Can they make the sound with extra consonants included?
If so, move on. If not keep trying.
Words. Can they say the sound in a variety of positions in a variety of words?
If so, go. If not, keep trying.
Sentences. Are they still accurate with those words in sentences?
Stories/phrases. Can they use the sound in words and sentences with other things to think about?
Conversation. Can they use the sound in words in conversation practice with the SLP or peers?
Generalization. Are they ready for prime time?
Keep practicing!
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