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5 Cards in this Set
- Front
- Back
- 3rd side (hint)
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Distinctive Features Theory/approach
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Goal is to establish missing distinctive features contrasts by teaching relevant sounds
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We are teaching feature in context of few sounds to generalize production of other sounds with the same features.
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Cycles
Hodson |
Linguistic approach- motor oriented.
Used for-Severely unintelligible Sound awareness is stimulated through auditory, tactile, visual cues; |
Primary targets include: early developing phonological patterns, posterior and anterior contrasts, /s/ cluster, and liquids.
Secondary patterns include voicing contrasts, vowel contrasts, singleton students, other consonant clusters. |
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Cycles -how its done
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Review for 1-2 minute auditory bombardment of 12-15 words provided with slight amplification. Beginning and end of therapy.
Target words cards- client draws, pastes colors 3-5 words. Use words in experiential play activity. Stimulability probe for next session. HW activity of aud. Bomb. Words to practice at home. |
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Minimal pairs -used for phonological awareness
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Focuses on reinforcing the missing feature rather than correct production.
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Minimal pairs-how to
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Discuss voacab and word knowledge.
So discrimination testing (fan/pan) child points to appropriate Production naming: child tells SLP what they found “I found the fan” “I found the pan” Carrier phrase: “I found the fan and a pan.” Carryover- longer words, syllables, phrases |
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