Goals and Activities for Phonology

Carolyn Freeman R-SLP(C) October 2, 2009

The GOAL is the reason you’re doing the activity. It’s the ultimate purpose of therapy.

The ACTIVITY is the means to reach the goal. It provides the motivationand creates the opportunity for the child to communicate. It’s the MMO (detective…)

The “GAP”s• Between the Goal and the Activity• Between the expectation and the

output• Between the adult and the child• Between the child and the disorder• Between the plan and the reality

Activity vs. GoalYou can use many activities to

work towards one goal AND…

You can use one activity to meet many goals (if you “switch it up”)

It’s the goal, not the activity that’s important!

Your Primary GoalCommunication

Take time to know the child/clientKnow what’s important to them(interests, likes, dislikes, families, pets,

etc…)Speak their “language”.Talk with them

A Brief History (oh-oh Theory…)

Phonology: The “dictionary” of sounds in any

language

The “rules or patterns” that determine how speech sounds are organized and combined to form words in any given language.

Phonological DevelopmentIncludes:• The way a child hears the sounds in a

language (phonological awareness), • The way a child produces the sounds of a

language (expressive phonology), and • The link between the two.

What does that mean?

• Need to “crack the code”(i.e., the child’s sound

system)

• Need to introduce a new code (i.e., English sound

system)

Shift in InterventionMedical Model• to remediate, or “fix”

the problem

Educational Model• to intervene or

“promote”development and/or to “prevent” future difficulties

But…

• There seems to be a preconceived notion that if the activity is not “clinical” in nature, it is not “therapy”.

• This leads to “Drill and Kill” activities

Shift the paradigm… Think of yourselves as “facilitators” not “fixers”

Phonological Therapy Approach

• Process/concept oriented• Phonological process targeting sound

“families” (e.g., front vs. back sounds)• Auditory bombardment and use of minimal

pairs (compare and contrast sound features)

• Always targeted at word level

• Goal is generalization of pattern, functionality of communication

• Includes literacy-learning activities for phonological awareness

• Naturalistic language learning• Educational focus• Hands-on

Keep in Mind…

• The child/client: age, gender, interests, personality, other abilities (or challenges).

• The environment: Is it child friendly?• The activity: Is it age/developmentally

appropriate? Does it meet a/the goal? Is it functional? Is it fun?

Using Picture Cards

The challenge:– Create many opportunities for “target

practice”– Avoid “drill and kill”– Keep the activity/session moving– Keep the child motivated (you, too!)

Chances are: If you’re bored, so is the child!

Receptive PhonologyThe ability to hear the differences

between speech sounds and words (auditory discrimination – auditory bombardment)

It is the understanding of the sound structure of a language (phonological awareness)

These children are not likely AUDITORY learners

Phonological Awareness is:• The awareness of the sounds of a

language that make up words; • The ability to recognize and reflect on

these sounds in words separate from the meaning of words ;

• The ability to recognize and manipulate the sounds and syllables used to make words ;

• A good indicator of academic success

Components of Phonological Awareness

• Rhyme• Blend sounds to produce words (real or

nonsense)• Drop, add or change sounds in a spoken

word• Identify the number of syllables/sounds in

a word• “Break apart” sounds in a word

• Often children with difficulties in phonological awareness are not auditory learners – we need to reinforce learning about speech sounds using other learning styles (visual, tactile, musical, kinesthetic)

Activities to Enhance P.A.• Silly Songs• Animated Literacy Songs/Stories• Sound Substitution (e.g. Wibbly Wobbly Woo)• Listening/Auditory Bombardment Games

• Fly swatter game

• Sound/Word detective games• Rhyming games (e.g. Name game)• Segmenting/blending games• Etc….

(Tune: “London Bridges”)What are the sounds you hear in

“cat”?Hear in “cat, Hear in “cat”What are the sounds you hear in

“cat”?I hear /k/, /a/, /t/.

Who Let the Letters Out?

Who let the “A” out?a-a-a-a

Who let the “s” out?s-s-s-s

More Ideas…

• Willaby, Wallaby, Woo• Sound Play• Sound effects• Nursery Rhymes• Listening – Minimal Pairs

Brainstorm!Think of possible phonological awareness

activities for:Sara: age 6.4 (shy)

• Fronting• Cluster reduction• Stopping

• Possible Interests?• Goals?• Activities?

Expressive Phonology• Using the ‘sound system’ accurately

to be easily understood• Includes: the use of several

phonological processes, sound combinations

• Delays result in: Unintelligible conversation

These children ARE speaking a “different”language”

“Fun”ctional “Fun”-ology

• Play/Games• Books• Songs• Nursery Rhymes and Poems• Art• Tapping – clapping – moving

activities

Play…

Is Social and FunInvolves repetitionEncourages taking turnsInvolves repetitionEasy to respond to – even without words!Involves repetitionIntegrates many of the senses

Games

Make your own games – get the children to help (Who has “prep”time???)

Use stickers, clip art, etc…Use puzzlesUse games on-lineBargain Hunt – Value Village, Garage

SalesDollar Stores Useful “junk”

Sabotaging Play…It’s important to be aware of the position of

the target words.e.g. Final Consonant Deletion

Initial s-blends

Use: intonationpauses

Create real opportunities for communication

Games & Activities• Board games (Bingo, tic-tac-toe), Ball

games, Listening games, Sorting games, Card games

• Flip books• Word/letter/sound detectives• Toys• Dramatic Play• Puppets/Masks• Feeding Games• Mystery Games etc, etc, etc…

Let’s Play!Think of ways to use games/toys with

Joshua: age 3.4 (shy)• Final Consonant Deletion• Cluster Reduction• Syllable Deletion

What other play activities could you use?

Keep the goal in mind…

More Game Ideas…

Don’t forget the goal!

The Importance of ReadingChildren with expressive

phonological disorders in kindergarten are at risk for future reading problems…

Reading aloud is the single most important activity that leads to reading success!

Create Opportunities by…

• Wondering• Commenting• Picture Gazing• Predicting• Leaving Space

Predictable Stories

• High Interest - children want to hear them again and again

• Appeal to children’s natural enjoyment of rhythm and rhyme

• Repetitive– Create opportunities for children to listen to,

anticipate, predict and take their turn– Become easy for children to “read” and are easily

memorized– Reduce cognitive demands of attending to both

content and form

Selecting Books• Rhyming books • Sound play books• Word play books (Chicka,Chicka Boom,

Boom)• Specific sound books/stories (Phono

Friends)• Pattern books• Wordless books• Singing books

Read It Again!Repetition, Repetition, Repetition…

• 3 Bears• Underwater• With a cold• Opera• Emotions• Martian

• Say what?!?• Rainbow• Cartoon Voice• Missing word• Shadow

Adapting/Creating BooksRe-write pattern stories: • Brown Bear to: Old Witch (or Little Lamb

or Spiderman or..)

• Rosie’s Walk to: Gus the Ghost (or Pete the Pet or Sponge Bob or Bob the Builder or…)

Superman, where are you?

Spiderman, Spiderman, what do you see?

Snow White went for a walk…

Gus the GhostGus the ghost went for a walk

over the garagethrough the gatein front of the goatbehind the goblinbeside the catunder the car

And got home in time for Hallowe’en

Skeletons Tap

By: ________________________________________________(C. Freeman 2005)

Skeleton likes to tap.Tap, tap, tap

Hi cat, want to tap?

Nope, I want to nap.

Hi spider, want to tap?

Nope, I want to nap.

Hi skeleton, want to tap?

Yes I do!Tap, tap, tap!

Let’s Read – Let’s Write!Think of ways to “read”/adapt books for

Danny: age 5.7 (chatty) to increase the awareness of:• Cluster Reduction• Rhyme• Initial Stridents• Velars

What else can you do?What do you need to keep in mind?

More Reading Activities…

Singing as a Learning Tool:• It’s a natural and enjoyable part of

everyday (hear music on TV, radio, in the car, etc…)

• It’s a repetitious form of play; children quickly learn to recognize a tune and anticipate what’s coming next

• Children respond to rhythm and intonation before they understand the spoken word

• We can adjust the volume and pace to meet the needs of each child

Why Sing?• Music makes learning easy

and fun• Breaks information into easily

remembered pieces• Adapting the words or actions

of familiar songs encourages children to join in

• Changing words to familiar songs make them have more meaning to children

Adapting to Share Music

• Slow down• Repeat, repeat, repeat• Encourage the child to

take a turn• Action songs• Add language and

experience• Make up songs about

what you’re doing

Musical Opportunities…Use familiar tunes: Mary Had a Little LambMy friend Pete

Wants to eat, wants to eat (etc..)The Wheels on the Bus99 Bottles of “pop” (all Nursery Rhymes or 4

line poems/rhyming books, etc)Twinkle, Twinkle

Silly Songs

Create/use songs that emphasize:– Language fun (Skinnamarinkadink,

Doodly-Doo, Tooty-Ta)– Rhyme (Down by the Bay, Name game)– Specific sounds and sound awareness

(Silly Songs, Animated Literacy)– Phoneme skills (Songs for phonemic

awareness)

Sing-a-Long: “Workshop Idol”:

How could you use songs in your work withCindy: age 4.6 (chatty)

to facilitate the awareness and production of

• Final Consonant• Clusters• Velars and Palatals

Nursery RhymesHelp develop:• Early speech sounds• Pre-reading skills• Vocabulary• Basic Concepts• Phonological awareness

Choose one that has the target pattern. For example: ???

Rhyme time

Think of how poems, silly songs, finger plays can be used to facilitate learning about:

• Final Consonant Deletion/Awareness• Syllable Deletion/Awareness• Prosody/Intonation

What other activities could you use?

The Beat Goes On…

• Hear, feel and move to rhythm

• See, touch, hear and play instruments

• Pair action and song

Movement Activities

• Clapping – tapping – rapping• “Dance” the sounds/syllables• Puppets, fingerplays, roleplays• Tug – of – wars

Other ideas

A Word about ThemesAdapt games to match themes (easy idea:

make board game with “theme” stickers)Chose theme-based books that include

phonological targetsMake theme based book that includes

targetsSing (adapt) theme based songs to include

targets

More Theme Activities:

GamesBooksSongsCrafts

Remember the goal!

Arts and Crafts

• Excellent opportunities for “Hands-on”learning and conversation

• A great way to have children help create “materials” to use in an activity

• It’s the process, not the product (it doesn’t have to be perfect!!!)

Keep the goal in mind!

Art Ideas

Show me the ‘Monet’…

Learning to Remember• When we listen to something we retain 10%• When we read something we retain 30%• When we do something we retain 50%• When we practice something we retain 75%• When we use something we retain 90%

And…Most ImportantlyYou are an essential member of

the team.You are our eyes/ears/handsNever underestimate the

importance of your role

for doing what you do!

3 - 2- 1…Wrap -Up

3 Things you learned

2 Things you want to follow-up on

1 Thing you’ll do first