E-Book Overview
CCC-SLP
These complete start-to-finish home programs will go through every step to teaching a child a new sound. Each program contains worksheets, articulation cards, visual aids, etc. specifically designed for that sound along with all of the instructions for how to conduct the therapy at home. These are great options for speech therapists to hand out to families of children that don’t qualify for services (such as through the public schools) but still have a sound or two that they need to work on. These are also good for families who don’t have immediate access to a speech therapist but want to try some strategies (keep in mind, it is always recommended that you seek guidance from a licensed speech therapist before starting any program).
E-Book Content
www.SpeechAndLanguageKids.com Class of Sounds Step One: Auditory Discrimination Description: The first thing you will need to do is help your child hear the difference between the class of sounds that she should be saying and the types of sounds that she is using instead. Choose one of the classes mentioned before, like long sounds, back sounds, or blends, and go through all of these steps using that sound class. Once your child masters it, you can go back and teach another class. Activities: To do this, you will need to come up with some pairs of words that are exactly the same except that one has the correct sound and one has the sound that your child is saying instead. For example, if your child is having trouble with long sounds and says /t/ for /s/, you would want to come up with some pairs like “toe” and “sew”, or “tent” and “sent”. Notice how every sound in those pairs is the same except for the target sound. Choose several different examples from the sound class you are trying to target. For example, if you’re targeting long sounds, don’t just use pairs of words with /s/ and /t/, do some with the other long sounds as well. Once you have picked some of these pairs, you will need to make cards for each word. You can either print out pictures you find on google image or draw your own. Place two pictures in front of your child from the same pair. Tell your child what each picture is called and then have him close his eyes. Hide a penny (or a piece of candy) under one of the pictures. If it sticks up and is obvious to your child, use two paper cups and put the cards on top of the cups and the candy/penny under one. Then, have your child uncover his eyes and tell him which picture to look under. For example, if you had “two” and “shoe” out, you could say “look under ‘shoe’”. Make sure you exaggerate the target sound when you say it. If she looks under the wrong picture, say “Oh listen, that word has a long (or short) sound” and exaggerate the sound for her again. Keep doing this until your child can correctly pick the right picture each time. Your child may be able to do this right away or it may take several weeks. Keep at it! While you’re doing this, point out the target sounds when you hear them, but your child doesn’t need to say the sounds yet at this point. When to Move On: When your child can choose the right picture based on what you said at least 80% of the time, then she can hear the difference and you’re ready to move on. Data Collection: Date: Date: Date: Date: Date: Date: Date: Hear the Difference Between the two sounds For more speech and language worksheets and guides, check out my e-book: www.SpeechAndLanguageKids.com/e-book www.SpeechAndLanguageKids.com Class of Sounds Step Two: Say the Class in Words Description: Once your child can hear the difference between the target class of sounds and the sounds he uses instead, it’s time to start having your child say those sounds in single words. Activities: Put two words from a pair in front of your child again, but this ti