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Cycles - Coggle Diagram
Cycles
Tx itself
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Focus on each sound, syllable shape for approx 1 hour with different phoneme each week
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Duration depends on no. of processes, how easily stimulated the sounds are
Later cycles encourage greater complexity: word choices, phon env
Going thru series of gradual approx, chn working to target. May produce sounds that are non-English sounds. Chn will continue working towards a better production based on a model
Timeline
Session 1-4 FCD sounds p,t,g,s
Session 5-6 velar fronting of sounds k,g
Sessions 7-9 stopping of fricatives sounds s,z,f
Session 10-12: cluster reduction of st, sp, sk
Typical cycles session
- Review previous week's production, practice word cards. If ok, move on. If not, add into today's stack.
- Auditory bombardment: listening for only 30s to approx 20s containing target pattern, prepare all k words w slight amplification, clinician may also demo, contrast it with target
- Target word cards: child draws, colours or pastes pictures of 4-5 words on large index cards. Name of picture written. Check child's production of target word first, don't use confusing sounds. CV or CVC structure keep words simple
4. Production prac: child participates in auditory, tactile, visual stimulation as needed for correct production at word lvl. Usually 5 word per target sound used in single session. Child must produce target pattern in words-aim for 100% accuracy. Activities shift every 7 min at diff places with all the same picture cards
- Stimulability probing: to select words, target for next session w/i phon pattern being targeted. Most stimulable sound/cluster is targeted
- Metaphonological activities: rhyming words, segmenting, blending
- Auditory bombardment (very fast) repeated using word list from beginning of session
- Home prac: parents instructed to read 20 item word list to child at least once per day. Prac with 5 production word cards, brief metaphonological activity
Principles
- Phon acq is a gradual process. Cycles closely matches this natural acq by targeting one process, pattern at a time followed by a review
- Chn w normal hearing typically acquire adult sound system by listening, incorporates slightly amplified auditory stim (auditory bombardment)
- As child learns new speech patterns, they associate kinaesthetic + auditory- self monitoring bcos correct sounds are considered IMPT!
- Phon env can facilitate or inhibit correct sound production-selection of words w appropriate (conducive) phon env is encouraged. Min pair words are straightforward, no confusing phon features, child can focus on sounds we want them to focus on. Chosen target words matter
- Chn are actively invl in phon acq: need range of activities that are fun and engaging
- Chn tend to generalise new artic skills to other targets- target speech sounds, syllable shapes which match those present in child's system
- Optimal match facilitates learning (ZPD). Are they challenged and yet successful?
Target patterns
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Choose phonemes for which the child is ready-easy to elicit, stimulable, sounds where he has most phon knowledge
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Eg. FCD omission targeted over 2-4 sessions. Work on stop /p/ for 1 hour, fricative /s/ for 1 hour, stop or affricate for 1 hour
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Basic procedures
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Cues
Tactile: when first presenting new target then faded out eg. using gloves to touch alveolar ridge, slide finger down arm and tapping for st
Visual cues: look at me, using mirror
Production
Combination of traditional approach w sound by sound production, min pair use
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Emphasise on SOUND QUALITY of target phoneme, NOT whole word
But also dont need absolute perfection. Just give child info, exemplars, practice and they will continue working on it while you are working on sth else
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Ways to do it
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Horizontal attack: Work on no. of processes that are tricky for child. FCD, stopping: 1 sound is representative of 1 process per cycle. You are focusing on all relevant primary targets in one cycle.
Strengths
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Adaptability-indv, groups, chn w additional diagnoses eg. cogntive delays, OM
Defn of cycles
Time periods during which all primary phon patterns that need remediation are facilitated in succession. Meaningful for child, clinical contexts. 1 cycle is around 10-12 weeks