Do you struggle to get a high amount of practice trials while using minimal pairs therapy? Are you looking for an easy way to implement minimal pairs therapy in the therapy room AND for home practice with some no-prep worksheets?
If you like to use evidence-based resources, you’ll love that the overall purpose of this packet is to help SLPs aim for 100 practice trials using minimal pair targets. Keeping track of a number of practices in a session can be hard enough! Use the concept of keeping a tally as a way for YOU to track your trials, and for your students to set – and achieve – their goals in session. Straightforward instructions and a variety of worksheets encourage parents and teachers to complete these sheets.
Processes include: Fronting, Stopping, Voicing, ‘S’ Cluster Reduction, and Gliding.
⭐APPLICATION TO EVIDENCE-BASED PRACTICE⭐
This packet considers the following research:
✅ — A minimum dose of more than 50 practice trials in at least 30 sessions would be needed for the multiple oppositions and/or minimal pairs therapy approach to be effective (Williams, 2012).
✅ — Children with more severe phonological impairments require greater intensity (such as 70 trials per session and 40 sessions) to facilitate change (Williams, 2012).
✅ — Three to five minimal pairs can facilitate generalization in children (although some children may require more targets). Furthermore, this study elicited approximately 80–100 responses during each session (Elbert, Powell & Swartzlander, 1991).
TARGETS:This packet includes four sets of minimal pairs per page (meaning eight words), with the total goal to achieve 100 productions. If each pair is practiced 25 times across the session, your student has practiced the pair 100 times! There are TWO SETS of materials for most of the targeted sounds.
ACTIVITIES: There are four different activities for you to mix and match. All copies are in black & white and include tally sheets, tally counts, tally boxes, and tally strips. While students enjoy keeping tally scores themselves, an SLP or parent can track of the number of trials practiced. These can be used with dry-erase markers, mini erasers, trinkets, and other general reinforcers.
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Rebecca Reinking is an SLP who works privately with children who have speech sound disorders. She has a particular interest in phonological interventions and strives to connect and collaborate with speech scientists to bridge the gap between research and clinical practice.