The Cycles Approach For Children With Severe Speech Sound Disorders

Summary of Interpretation: Given the information provided in Interpretation A, the clinician diagnosed Kara-Lynn with a severe phonological disorder. This diagnosis was made based on evidence provided by testing results, clinician observations, and speech analyses. Kara-Lynn demonstrated phoneme collapses into /d/ in place of stops (/p/, /t/, /k/, /g/), fricatives (/s/, /z/, /θ/, /ð/), and some consonant clusters (/tr/, /gr/) across all word positions. For example, Kara-Lynn produced /diə/ for “seal,” /dædɚ/ for “treasure,” and /dədudɚ/ for “computer.” Kara-Lynn also presented with active phonological processes of final consonant deletion (/fɪ/ for “fish”), cluster reduction (/tul/ for “school”), vocalization (/ɛləkə/ for “helicopter”), and deaffrication (/ʃi/ for “cheese”). She also presented with inconsistent patterns of initial-consonant deletion (/ɑʊps/ for “house”, /ɪʒ/ for “bridge”). In most instances, Kara-Lynn presented with both final consonant deletion and another phonological process, which markedly impacted her speech intelligibility, as when she produced /lɑʊ/ for “clown,” demonstrating both final consonant deletion and cluster reduction. She also expressed a high percentage of CV (27%) and CVC (29%) syllable and word shapes, with little other variation. Analysis of Kara-Lynn’s speech sample revealed similar errors exhibited during formal assessment, including phoneme collapse into /d/, high occurrences of initial and final consonant deletion and cluster

The Association Method is a complex approach to treating children with speech disorders. Since 1962, when it was founded, The Association Method has been modified and expanded (“What is the Dubard…”). “The Association Method is a multisensory, phonics-based

This is standard in schools, and should have already been triggered in Miguel’s case. The first tier is best practices in the classroom. Clearly, Miguel has not shown adequate progress in response to the classroom practices. The second Tier is for those who have failed to meet appropriate benchmarks and are at risk of failing. This tier usually utilizes smaller groups than whole class and utilizes an evidence based program for instruction based on foundational skills. Tier 3 is the most intense level of intervention, designed for those who have not responded successfully to Tier 1 or 2 intervention, and often are at high risk of failing. Tier 3 uses small groups (3-5 students) or one-on-one intervention. It is this author’s belief that, from reading the case study, Miguel should already be in a Tier 3 intervention. The authors believe that Miguel should be in the Tier 3, because he is still struggling with phonemic awareness under interventions 1 and 2. According Algozzine, Obiakor, Nelson, and Bakken (n.d.) “phonemic awareness is the sill of using the individual sounds in spoken language” (p.3). However, if students fail to respond to Tier 3, they are referred for SPED

With exceptional children, often many of them have auditory processing problems which means that something is preventing them from hearing the information they are receiving. Phonological processing is having the ability to detect the different phonemes or speech sounds as stated by Chard, D.J. & Dickson, S.V. (2018). This is a problem that many of the children in the exceptional children’s department have which makes teaching reading all the more

There, I had the privilege of seeing an Early-Intervention Speech Therapist work with one of my students. She would sit on the floor and play games with him. Through these games, she was able to elicit verbalization from this child who normally grunted to communicate. Over a course of a year, I witnessed his communication skills enhance little-by-little with the assistance of this therapist. I had not realized how much he had improved until I saw him interacting with his friends at the dress-up center. This little boy who would once play alone on the floor was now requesting different objects and laughing with his friends. Recollecting his progress was phenomenal. Inspired by what I saw, I researched more about the field. While doing so, my mother disclosed to me that she and her father had an articulation disorder. Although my grandfather did not receive services, my mother received therapy in school, which she recalls as an unpleasant experience. Taking into account all that I witnessed and learned about the subject, I realized that I had found the middle ground between teacher and therapist that I had been searching for in Speech-Language Pathology.

Preschoolers with verbalization sound disorders have clinically consequential impairments in the engenderment of sound production of the ambient language. Although many of these produced sound errors resolve after several years (with or sometimes without intervention), developmental appropriate speech sound production is not always achieved. Some sound errors may continue into adulthood. Concretely, (Preston, Hull, & Edwards, 2013) intended to determine if preschool verbalization error types (e.g., atypical sound errors and distortion errors), which may reflect different levels of psycholinguistic processing, are indicative of school-age phonological awareness and verbalization sound outcomes.

The scope of practice of speech-language pathology describes the ethical and clinical responsibility of clinicians to implement therapy techniques, which contains efficacy that is supported by evidence. Non-speech oral-motor exercises (NSOMEs), in particular have raised controversy among speech-language pathologists (SLPs) and researchers when treating children with articulation and phonological disorders. The use of NSOMEs is a debated issue in the profession due to the lack of evidence based practice (EBP), poor clinical assumptions, and the avoidance of meeting the client’s needs.

Those students are always in for a long road of speech therapy as well as, problems with reading. I am interested in new research in the area because these students are typically of average intelligence but struggle in school immensely because of their disorder. According to the webinar on Childhood Apraxia of Speech, CAS is defined as a neurological childhood speech sound disorder in which the precision and consistency of movements underlying speech are impaired. The main features of the disorder consist of inconsistent errors lengthened, disrupted coarticulatory transitions, and inappropriate prosody. Motor performance is the generalization of learned behaviors while motor learning is the retention or generalization of learned behaviors. Motor learning is the problem that children with CAS encounter. Phonological awareness is important for students with CAS because they have difficulty with reading and spelling. The training of sounds can be done while also training speech sound production. A new therapy technique for CAS is using ultrasound biofeedback to establish a motor skill at the syllable or word level. The benefits of ultrasound are that the student can visually see the elevation of the tongue or retraction on hard to form sounds such as /r/. The disadvantage is that most clinicians do not have access to ultrasound at a reasonable cost to

90 individuals participated in this study. Their age ranged from 2:9 to 5:7. Participants had at least a moderate phonological disorders. Some participants also had impairments in expressive or receptive language. Results of this study showed that the earlier the cycles approach was implemented, the better the results. This study suggested that the cycles approach is best for those who display phonological disorders combined with other disorders in receptive and expressive language. Jacob shows significant speech and language delays at a young age of three. Therefore, the cycles approach would be appropriate for

A phonological process is a typical pattern that all young children use when developing their speech. The child’s brain creates rules to simplify speech sounds and make words easier to say. As children grow older, they outgrow these patterns on their own and eventually, their speech becomes intelligible. A phonological process disorder is when a child continues to exhibit these patterns past the age expected for them to disappear. Phonological processes consist of syllable structure processes, substitution process, and assimilation processes.

On March 7, 2016, I observed Makenzie Cockerill in room A117 from 10:00-10:45 am. The client was preschool-aged. The clinician informed me that the client had low intelligibility. The objectives of the day were to work on the /b/ sounds and beginning vowel sounds. The clinician also planned to do a mini screening of Child Apraxia of Speech. However, she informed me that she didn’t believe that this was the case in the child, but they wanted to rule it out. The client had multiple speech sounds in error, so the clinician implemented a cyclical strategy.

Andrews, C., O’Brian, S., Harrison, E., Onslow, M., Packman, A., & Menzies, R. (2012). Syllable-timed speech treatment for school-age children who stutter: A phase I trial. Language, Speech, and Hearing Services in Schools, 43(3), 359-369. doi:10.1044/0161-1461(2012/11-0038)

Their main goal was to gain a better understanding of the phonological structure and representation of DHH children who use CIs or HAs, which will ultimately improve the identification and habilitation of at risk children. In the studies included in this literature review, PA was found to be an indicator of early literacy abilities, PA was found to be related to other areas, most importantly vocabulary, and researchers agree that more studies should be conducted to identify techniques and strategies that explicitly target PA in DHH youth. The majority of these studies comprise similar limitations, such as small sample sizes. PA is beneficial for normal hearing and DHH children alike in relation to their literacy

Clinical Implications: Minimal-contrast treatment is effective and efficient for treating children with phonological disability. Avoiding listener confusion is motivating for suppressing process use.

“Phonological disorders in children can result from physical or organic causes or may be functional in nature ("Phonological disorders in," 2013)”. Children with a phonological disorder may experience a higher risk for reading and writing disabilities. “If left unresolved, phonological disorders have long-term consequences that may interfere with an individual's future social, academic, and vocational well-being, largely resulting from persistent, reduced intelligibility of speech ("Phonological disorders in," 2013).”