Page 16 - Routines-Based Early Intervention Guidebook
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Routines-Based Early Intervention Guidebook
two parts, such as “ga‐to”/cat). A mirror will allow children to see their own mouths as
they produce sounds, which provides a connec on between the way sounds look and
feel.
Tac le/touch cues may include physically touching and manipula ng the child’s face,
jaw, lips, and tongue in order to show them the correct placement for specific sounds,
or using touch to draw a en on to certain sounds and their characteris cs. For
example, poin ng to your nose to cue for sounds where the air goes through the nose
(i.e., m, n) or dragging your finger along the child’s arm while saying a long sound like
“s,” as opposed to a short sound like “d.”
Motor/movement cues may include the use of large, or gross motor cues such as
jumping, stomping, waving, tapping, and/or clapping the sounds or syllables of a word
as well as small, or fine motor cues such as finger tapping or poin ng.
Auditory/sound cues may include emphasizing a par cular sound in a word (e.g.,
“mmm, mama”) or in the child’s environment (e.g., “shhh,” the sound of water while
taking a bath) as well as providing melodic cues, which use music, rhythm, or song‐like
produc ons to draw a en on to certain sounds or syllables.
Modeling:
In addi on to the use of cues, speech produc on is also facilitated through providing models
of the targeted sounds. Modeling involves giving children a slow, clear, and deliberate
example of the sound or word they are a emp ng to produce.
Tips for modeling appropriate speech produc on:
It is natural to provide one model for the child in order to demonstrate how to
correctly produce a sound. For example, if the child says “dat,” our response is “yes,
it’s a cat.” However, to be even more effec ve as a model, you should repeat the
correct produc on several mes without interrup ng the natural flow of the
conversa on (e.g., “Yes, it’s a cat. It’s a yellow cat. The cat is sleeping”).
When providing a model, we draw the child’s a en on to the missing or incorrect
sound by emphasizing the sound in our model. One way of doing this is by repea ng
the ini al sound of the word (e.g., papa, p, p, p). We can also break groups of sounds
(clusters) apart and say them separately (e.g., cream becomes “c”‐“ream”) and then
repeat the whole word (e.g., “cream”).
Many children automa cally simplify adult words by using phonological processes.
However, some children may require that the adult simplify the target word for them.
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