Tag an SLP who screams this loud EVERY TIME they play a pop up or jump game.

Fun fact: my colleagues literally hear me through the walls 😂

#speechpathology #speechpathologists #speechpath #schoolslp #preschoolslp #slp2be
Who said you have to work on “r” in initial position FIRST? 

By choosing where the child can say a clearer, more accurate “r”, we were able to start therapy successfully and accurately (and those other “r” positions are correcting on their own!!).

Have you ever had more success in “r” clusters?

#speechdelay #articulationtherapy #speechsounddisorders #schoolslp #preschoolslp #speechpath #slp #slp2b #adventuresinspeechpathology
We usually tell parents of LATE TALKERS to pause, but I encourage parents of children with speech sound delays to pause too!!!

Yes, this child still needed a zebra cue, but often we have to build these steps to foster self-awareness so our kids can fix their speech.

🦓 Zebra cue from the Animal Speech Sound Cues - Adventures in Speech Pathology

#adventuresinspeechpathology #articulation #phonology #speechdelay #preschoolslp
Shoutout to this mum who was better than me at demonstrating many of these 😂 I can’t tell you how LESS SCARY an oral motor exam is when everyone gets involved.

I’m using our @bjoremspeech Oral Motor Assessment cards.

#bjoremspeech #speechsounds #articulation #speechsounddisorders #speechdelay #speechpathologists
Want some MOTIVATION? Get a dinosaur who ONLY eats “back /k/“ sounds!!! Your preschoolers will be more engaged to fix and clarify whether they meant “tape” or “cape” if they can see the dinosaur eat the card 🦖 

#speechdevelopment #adventuresinspeechpathology #articulation #speechsounds #phonology #preschoolers #preschool
It’s REALLY time to decide if you’re joining 167 of your SLP colleagues to learn about which phonological intervention you should choose! 

I’m pumped to change the course of your career, all while instilling passion and confidence treating phonological impairments 🤗

On Thursday, June 12th, we’ll be in Adelaide, SA. For those who missed out on Melbourne, this will be your chance 👏🏼

#adventuresinspeechpathology #ebpslp #speechsounds
Is there anyone who follows my account who I’ll be seeing next month?? June will be busy (hoping I won’t lose my voice!!)

Let me know which event you’re coming to, and please tag an SLP who might want to meet and or learn from me 🤗

#adventuresinspeechpathology #speechpath #ebpslp #speechsounddisorders
I always have Speech Sound Mouth Cues on my therapy table 👏🏼 The really helped a child who has difficulty saying “ch”, more clearly. 

#articulation #speechdelay #articulationtherapy #speechpath #speechdelaykids #adventuresinspeechpathology
Which is your fave?
Have you seen all the cues we have in our Minimal Pairs Toolkit? We use these child-friendly visuals to help explain phonological patterns like:
👉🏼 tail sounds 
👉🏼 front and back sounds 
👉🏼 long and short sounds
👉🏼 snake in the cage sounds

With over 1000 ratings, you’ll love feeling prepared for any pattern that walks in your door!

#speechsounds #speechsounddisorders #speechpath #speechdelay #schoolslp #preschoolslp
We sell 3 posters in our AISP shop, and they look beautiful and are helpful to have on the wall in your speech therapy room!

#adventuresinspeechpathology #speechsounddisorders #speechdelay #articulation #speechpath #schoolslp
As much as possible, I try NOT TO MODEL THE WORD during an assessment so that the child isn’t directly imitating me (which can influence my results).

Are there are other tips you recommend?

#speechsounddisorders #speechsounds #speechdelay #speechpath #speechdelaykids #slp2b #slpgradstudent #slp2be
Hey, hi, g’day!! I’m Rebecca and I’ve been a speech pathologist for 17 years.

I was thinking recently about “career statements” and what makes me passionate about this job. And put really simply:

I love to work with preschool-aged children to help them be 100% clear and intelligible by the time they start formal schooling.

Do you have a “why” 👇🏼

#speechdelay #speechdevelopment #speechpathologist  #adventuresinspeechpathology
I’d love to know if there are other differing or similar opinions?

Start the conversation 👇🏼

#speechsounds #speechsounddisorders #speechdelay #schoolslp #speechpath #slp2b #adventuresinspeechpathology
Prove me wrong!!! Because (unless you read it in our Ch & J Handbook), I bet you have never tried this before to elicit the “ch” sound!!!

Also - tag an SLP who needs to know this 👏🏼

#articulation #articulationtherapy #speechdelay #speechpath #speechdelaykids #speechsounds #speechsounddisorders #adventuresinspeechpathology
The three things I’m always considering are:

1. Has the child made EVEN MORE progress with their speech, even though they’ve had a break?
2. Has the child lost some of their accuracy from when I last saw them (this is okay - it just means we might have to do more home practice during breaks)
3. With my new information and fresh ears and eyes, should I continue with the same goals and therapy approaches, or do we need to change things up?

Honestly, I think every SLP should consider re-assessing their students after a school term/block of therapy to evaluate goals and intervention 👏🏼 what are your thoughts?

#privatepracticeslp #schoolslp #preschoolslp #speechpath #adventuresinspeechpathology
It’s about time that non-rhotic “r” speaking countries had some “r” materials that work with OUR accents 👏🏼👏🏼👏🏼👏🏼

We’re looking to expand our best-selling Facilitative Contexts packets with a non-rhotic “r” version! Comment “list” so I can send a DM on how to apply.

Connecting and collaborating with SLPs around the world is so important to us (especially as I have studied and worked in 4 countries myself!!!).

#adventuresinspeechpathology #speechsounds #articulation #speechdelay #speechpath

Which phonological therapy approach should you choose?

If you go to any online forum and post a question along the lines of which therapy approach should I choose?, you’re going to get a lot of answers.

And they’re all going to be different. Which is kind of a good thing.

Our role should be to match the child to the intervention approach that best suits their needs instead of applying the idea of “I’m going to do cycles with every child because I know how to do it” or “well, I know they can’t say ‘f’, so I’ll just work on that in words, phrases, then sentences, in initial, medial, and final position.”

There is no ‘one size fits all’ when it comes to choosing the right phonological approach. And that’s because a number of approaches might be effective.

Take a child who is omitting the final consonant in words. I have targeted this using minimal pairs, cycles, multiple oppositions, and a metaphon approach. They were all successful for those individual children, and hey, I’m sure that there were more interventions that I could have chosen.

THINGS TO CONSIDER WHEN CHOOSING AN INTERVENTION

  1. Review the approaches that YOU KNOW. If you only know three approaches, then think about which of those three approaches would work best. If you understand eight approaches, consider each one carefully. And if you think everyone else is talking about an approach that I’ve never used… learn it! The more approaches that you know, the more options that you will have. This will help to guide your clinical decision-making.
  2. Consider the child’s temperament, personality, and resilience – this is so important because you want to start therapy off successfully. I have had many refusals in my room because I pushed the child into an approach that wasn’t suited to them. It’s not a good feeling for anyone. You might also consider the child’s cognitive and language skills, as well as their ability to attend. I factor in the child’s family, and who I will be teaching to deliver the therapy when they are not in my room. Depending on this, I might rule out an approach or two.
  3. Take your time to probe an approach. In that first session or two, when I’m laying the groundwork, I might not fully commit to an intervention. And this because some kids will REALLY not like an approach. I don’t like seeing my kids incredibly frustrated with minimal pairs because they picked up the wrong card. I don’t want my kids to refuse to talk because contrasting 4 errors with multiple oppositions was too overwhelming. And this HAS happened. I want my kids to trust me because rapport is so important for intervention. Sometimes I have to stop and think “gee, I really wish we could do multiple oppositions because I truly believe that it would make the biggest difference… but we’re not ready for that yet.”

INTERVENTION DECISION MAKING

I know what you want to read next. You want a flow chart or decision tree that tells you what approaches are out there. But here’s the thing: I don’t know them all! There are SO many approaches out there that I’ve probably only implemented half of them in my practice. I would be doing a disservice to make a flow chart when I haven’t implemented, or don’t understand them.

But this is what I can say:

  • When a child has a phoneme collapse and is substituting “d” for example, with a lot of other sounds (like g, sh, t, s blends, z, etc.), I have a high tendency to start with the multiple oppositions approach Williams, 2000a, 2000b).
  • I have chosen both simple and complex targets while working on minimal pairs. I have recently started to chose a complex target if the multiple oppositions approach wasn’t the right fit for the child.
  • I use the stimulability approach (Miccio & Elbert, 1996) in my under four-year-old population. In particular, when a lot of sounds are missing from their inventory, and they weren’t stimulable for them. I have also used it when every other approach has failed. Sometimes children need to develop some ‘pre-therapy’ skills before you jump into a specific production-based approach.
  • I have used the cycles approach (Hodson, 1978) for children with anxiety. I found that choosing a small range of specific targets that they were stimulable for worked better for some of my kids compared to a contrastive approach. I have also swapped from cycles to minimal pairs or another approach after the child’s intelligibility has increased.
  • I have chosen non-contrastive complex targets (complexity approach) in children with severe speech sound disorders after there were refusals with the multiple and maximal opposition approach we were using.
  • I consider the maximal oppositions approach when a child is missing more than six sounds in their inventory (Gierut, 2008).
  • I use the core vocabulary approach (Dodd et al., 2010), which is currently the ONLY approach for children with inconsistent speech disorder.

So can you see WHY you can’t just follow a flow chart? If you follow a flow chart, then you can be blinded to other options. If you follow a flow chart, it can inhibit your problem-solving skills. There are different approaches out there for a reason.

LIFELONG LEARNERS

Let’s go back to that original question, “which therapy approach should I choose?” Perhaps we should be asking “I’m familiar with minimal pairs, cycles, and multiple oppositions. Which approach would you choose?” or “Is there an approach that I’m not using that you would consider?

I encourage you to expand your knowledge and learn more approaches. The more approaches you know, the more confident you will be to choose the approach that best matches your child. And finally, don’t feel that you are STUCK in an approach. If a child is making very slow progress, that is usually a sign to me that I might need to trial a different approach.

For transparency purposes, these are the approaches that are on my ‘to-do’ list to read more, learn deeper, and implement. I really enjoyed the open-access article, The Complexity Approach to Phonological Treatment: How to Select Treatment Targets, by Holly Storkel. My goal is to take some more professional development in this area. I know NOTHING about speech perception intervention (researched by Susan Rvachew), so that will be an exciting learning curve for me. Finally, I was recently re-introduced to constraint-based nonlinear intervention from Bernhardt & Stemberger. I think that it fills a lot of little gaps for those tricky kids, so it’s on the list as well!

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