Here are five sound acquisition charts based on the work of different people in the field. Two of them are for Spanish development and three of them are for English development. They all differ slightly based on level of mastery and the natural variation that exists in the population. No single chart is the gold standard. They should be used
This a chart that allows you to – identify which speech disorder your student might have – identify which treatment research has shown to be effective -sound-disorder-definition-and-description-chart
We’ve been talking a lot lately about how to better diagnose and serve our speech disordered students. Dodd, who we find to be very useful, divides students into 3 phonlogical groups and then articulation. This following study does a really important thing; while they only divide students into two groups (speech only and speech with learning disabilities), they have the
Hi everyone, Here is a “tree” that we built to help identify which type of speech disorder a child might have. We are going to post a bunch of stuff from our recent presentation speech-sound-disorder-tree
Hi Scott, I enjoyed your presentation at AASLP! I’ve got some questions about the teaching of consistency to the inconsistent deviant category you discussed. I work with 0-3, would you recommend teaching sound/word discrimination and same/different in targeting consistency to little ones? Did you say that incorrect productions are acceptable as long as there’s consistency? Any additional tips/info. would be
Hello Everyone, We will be presenting at the Austin Area Association of Speech Language Pathologists (AAASLP) on phonology and articulation as it relates to second language disorders. We hope to also produce an online course for CEUs that everyone can take from our website. Here is the information: Success with Speech Sound Disorders: Finding the Best Fit for English and
Information on Apraxia is hard to come by so I wanted to share this resource. Anne A great website for information on Apraxia and working with children with Apraxia is Apraxia-Kids. It has information for both families and professionals.
Hi everyone, Here are some goals for increasing the consonant inventories for young children with cleft palate. Prior to closing the palate, a child needs to focus on low pressure sounds. These are sounds that are made with the throat (h) or with the nose (m,n) and don’t depend on the child being able to build up pressure and create
These are sounds that are commonly in the repertoires of young children. Note that the number of sounds typically used in initial and final position steadily increases but that the inventory is somewhat variable. For example M is commonly used in “word” final position at 12 months but that at 18 months /t/ and /s/ are often produced in that
Common Available Spanish Articulation Measures
