Strategies for Articulation Intervention

Articulation Strategies That Work!

There is nothing more functional in communication than being understood through the proper articulation of sounds!

For a complete set of placement strategies for the articulation of prevocalic/vocalic r, s/z, l, th, sh/ch, and f/v, along with detailed descriptions, reproducibles, and much more, my instructional book and DVD, Articulation Strategies That Work! is available to you at www.northernspeech.com.

This program will teach SLPs articulation strategies that work for the top 10 sounds most frequently in error among school-age children, and it includes an instructional DVD!You will be able to watch short video clips of each of the placement strategies being taught with student success. These strategies are more than just elicitation techniques. They are strategies that are easy for students to understand, remember, and use as they learn their target sounds and monitor their own performance. The program will also come with lots of practical and easy-to-implement therapy ideas and materials!

CVC Word Lists

 

Some of the materials included are CVC Word Lists by target sounds (pictured), CVC Minimal Pair Lists, and CVC Sound Bombardment Sentences. View the Table of Contents and Book Introduction.

Testimonials:

“It's simple, concise and relevant, and it comes with very practical therapy materials that are easy to reproduce and use immediately.”

“I have a second grader who recently got /r/ in isolation, and we were starting on CVC words. Having the lists made it so easy to determine which vowels were easy for him with the /r/ and which ones we will put off until he's ready, and they weren't necessarily the ones I would have thought!” B. Holmes, Wichita, KS

Another great articulation resource that I've discovered is SATPAC. It is a web-based systematic therapy program that remediates deficits quickly and efficiently. SATPAC will make an infinite number of lists for whatever your client's particular needs are. SATPAC is unique in that the therapy models conversational speech as much as possible instead of working on isolated sounds and words. A recent study on the /s/ sound found that 2/3 of the participants were completely remediated after just 2.5 hours of direct therapy (10 min/wk for 15 weeks).  To watch remediation techniques for /r/ and /s/ and to get an overview of the SATPAC Program, visit www.satpac.com, go to the bottom of the page and click on Free CEUs.

Cognate Articulation!

For Spanish/English Articulation Practice
Words provided are nouns, verbs, and adjectives that are Spanish/English cognates (or begin with the same sound or sound class) for S/Z and L sounds (40+ words for each sound group). The words can be easily printed on cardstock or business card paper for practicing articulation skills in both languages. Also great for teaching new vocabulary, for generating sentences, for defining, and for grammar reinforcement (parts of speech)!

Only $4.99 - PDF file will be emailed to you within 24 hours of purchase


Materials & More!

Free files shown here are in PDF format.

Proud Moment

One of my proudest moments as a speech-language pathologist involved a young boy with persisting articulation errors. Unfortunately for him, the K and G sounds – the most difficult and most obviously in error for him –– were present in his first and last name. It would be like 'Shrek the Ogre' being known as 'Shret the Odre' or 'Porky Pig' being forced to face life as 'Porty Pid.' 

So what’s in a name? Though it might appear a trivial or superficial concern, Elsdon C. Smith, an attorney, writer, and expert on the origins of proper names, asserts that "the relationship between name and identity is so strong that the misrepresentation of a name amounts to a misrepresentation of the person." So let’s return to my Porty Pid, a sweet and smart little boy who had a hard time being understood, and who was embarrassed at every introduction.

When I began therapy with him, after achieving stimulability of the K/G sounds and establishing some consistency in production, I knew that the most important and functional words for him to master would be his first and last name. We worked hard to get to that place, where his name could flow out of his mouth with ease and accuracy. I’ll never forget the day his mom came in at the end of the session to hear our long-awaited "surprise" for her. I looked at him and said, "So tell mommy your name…" and then waited expectantly. With a beaming smile and eyes sparkling with excitement, he stated his name clearly and confidently.  How sweet it was to watch his mom’s eyes well up with tears and hear her say with such pride and gratitude, "You’ve made my day!"

Reference: Smith, Elsdon C. (1967). Treasury of Name Lore. New York: Harper & Row.