Cleft Palate Articulation Oral Air Flow

Front 1

materials to encourage oral airflow

Back 1

whistle cotton balls, pinwheels, nose clips, p paddle, tissues, straw and water

Front 2

materials to use when teaching place of articulation

Back 2

mirror, tongue blade, cotton swab toothbrush rubber gloves

Front 3

velopharyngeal incompetence

Back 3

neuromotor or physiological disorder that results in poor movement of velopharyngeal structures

Front 4

velopharyngeal insufficiency

Back 4

an anatomial or structural defect that precludes adequate velopharyngeal closure by causing the velum to be short relative to the posterior pharyngeal walls

Front 5

Surgury will take care of

Back 5

the manner of articulation with children that have VPI VPS

Front 6

other diagnostic tools include

Back 6

nasla flutter, see scape, straw, straw and water

Front 7

velopharyngeal insufficiency

Back 7

anatomical or structural defect that precludes adequate velopharyngeal closure by causing the velum to be short relative to PPW

Front 8

nasal flutter

Back 8

holding the nose and feeling the nasal vibration

Front 9

velopharyngeal incompetence

Back 9

a neuromotor or physiological disorder that results in poor movement of the velopharyngeal structures

Front 10

video endoscopy

Back 10

nasopharyngoscopy

Front 11

low pressure consonants are

Back 11

h, l, r, y

Front 12

when you start therapy, recommended procedure

Back 12

start with /h/ eliminate glottal stops, do /f/ and /th/ next, do chunking

Front 13

chunking

Back 13

teaching sounds in a particular order or or as a group

Front 14

what does chunking do?

Back 14

establishing production of a group of sounds that have similar physiological features and on the correct production of specific sounds and not the elimination of a process

Front 15

stimulability is important

Back 15

so you can see what might be easier for the child to produce above other sounds

Front 16

Trick of the trade

Back 16

stick out tongue for th retract slightly it becomes an s, retract further it is sh then stop and release it becomes ch

Front 17

To teach /s/ do a

remember to add voicing for cognates

Back 17

lazy t or t with a tail hold nose prolong t suck and reverse

Front 18

for t

Back 18

suck and reverse but stop the air on reverse and let it go, shame on you sound then reverse

Front 19

for k and g and t and d make

Back 19

a t with the back of your tongue

Front 20

Remember when teaching sounds to

Back 20

pinch the nose

Front 21

for f

Back 21

bite and blow then extend tongue for stop plosive

Front 22

Tx example

Back 22

use place map establish appropriate initial targets
Get target sounds into speech inventory
teach oral target vs error sound
establish self monitoring
practice in more complex targets
Remember to only do what works disregard the others

Front 23

target sound selection

Back 23

target the one that has the greatest impact on intelligibility even if you go outside of intelligibility norms

Front 24

if a sound is not stimuable

Back 24

teach it until it is stable
use context hierachy

Front 25

for child who compensate articulation

Back 25

teach new place facilitate manner and voicing

Front 26

when correcting target vs error

Back 26

use place map and talk about the compensatory and target so that subjects can visulaize different points of valving
have the child point to where the correct sound is made multimodal teaching

Front 27

it is important to have the child

Back 27

self monitor

Front 28

To help the child with visual and auditory have the

Back 28

SLP model the sounds noting differences modeling error nad correction

Front 29

on the mirror place the

Back 29

orthographic symbol on the mirror

Front 30

with pharyngeal stop/fricative substitition

Back 30

always move place forward use place map
watch for visible neck tension and point it out in the mirror when it happens use high front vowels long /h/ and then gently bite together