Stick with the list and use it to take data to see what to keep and what to has become intelligible.Some teachers have created binders where the words move over to “success areas.” Some teachers have added success areas to their word-wall in the classroom.As words become clearly spoken, we move them off of the list and add some new. This means we even accept errors if the errors grow to be consistent. Establish consistent productions at any level and build their consistency up to the word level. Notice that this is a dual language student so we chose from Spanish and English. The student gets a say in what’s important, the teacher gets a say, and the parents get to choose some words. Here is an example of what we focused on. Choose 50 words that are highly important to the student and to the student’s environment.Here is what it looks like and how I helped another student. How to Improve Severely Low Speech IntelligibilityĪfter beating myself up a good deal for not being able to help this student and several failed attempts at articulation therapy and phonological approaches, I finally found the answer I needed: The Core Vocabulary Approach. Broomfield & Dodd (2004) found that these children can make up 9% of the students that we see. However, at the sound level they can be 100% accurate. If you ask them to say WHEELBARROW you may get SNEFARROW and if you ask again get PEELJARREL. These are the children who are highly unintelligible and their productions are inconsistent.
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