There are multiple types of speech stimuli that speech-language pathologists can use when working with children with severe speech sound disorder. Stimuli can include speech gestures, syllables, target sounds in words, target sounds in nonsense words, modified words, phrases and sentences. There are advantages and disadvantages of each type of stimuli, and no one type is right for every situation. In this practical course, a new approach for developing word- and phrase-level articulation goals and target stimuli using phonetics-based principles will be explained. Eight hierarchically-ordered speech patterns will be presented, and videotapes of the patterns being used in intervention will be shown. Examples of goals and stimuli for each pattern also will be provided.
Kathy J. Jakielski, Ph.D., CCC-SLP is the Florence C. and Dr. John E. Wertz Professor in Liberal Arts and Sciences at Augustana College in Rock Island, Illinois. She serves as Chair of the Department of Communication Sciences and Disorders where she has taught, mentored, and supervised undergraduate students in the classroom, research lab, and clinic for 18 years. Dr. Jakielski has over 30 years of clinical experience working with children, adolescents, and young adults with severe speech sound disorder (SSD), including childhood apraxia of speech (CAS). Her research focuses on genetic bases, differential diagnosis, and intervention efficacy of children with SSD-CAS. She enjoys the challenge of thinking phonetically about severe SSD, and recently published a phonetics-based intervention for children with CAS and is co-authoring a textbook on phonetic science for clinical use. After dreaming most nights about phonetic symbols, teaching the next generation of speech-language pathologists and thinking about CAS is what gets her out of bed in the morning.
In this chapter, we will discuss Shriberg’s Speech Disorders Classification System, prevalence rates for speech sound disorder (SSD) and childhood apraxia of speech (CAS), and the possible types of speech stimuli we can use when treating children with any type of SSD.
In this chapter, we will discuss a systematic and incremental way to develop goals and stimuli for children with severe SSD that is based on movement sequences that progress from basic to more complex. Eight hierarchically-ordered speech movement patterns will be explained.
In this chapter, we will demonstrate how you can write goals using each of these patterns, as well as how you can use these patterns in intervention. We will watch videotaped segments of children undergoing intervention based on this approach.