have tried different types of cues, and nothing has helped “click”.
have used cycles or the minimal pairs approach to target ‘s’ clusters and found that your child STILL reduces part of the cluster.
your student has motor planning challenges (e.g., Childhood Apraxia of Speech) and requires specific cueing and support to sequence clusters.
Backward chaining (e.g., key, key, key, ski)
Forward chaining (e.g., ssssskey)
Flashcards with visual cues
For children who have difficulties saying /sk/, /sp/, and /st/ clusters, you might want to probe whether it is easier for them to use the voiced consonant (e.g., ”sssgoop” for scoop) vs. the voiceless consonant (e.g., “ssscoop” for scoop). Using the voiced consonant can help children who have motor planning difficulties and can sound more natural in these clusters, especially if the plosive sounds “too aspirated”.
“Love the creativity and the variety of words that can’t be found in traditional arctic or phonology card decks”
“One of the few things I have found that works very well for kids who leave off the second consonant in the blend rather than the /s/”
“This helps my students break down the words in a different way and be more successful”
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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.