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Metaphon - Coggle Diagram

- - - - Dev. shared understanding of concept, concept must be w/i knowledge of child and must b e on a continuum eg. front/back, long/short, noisy/whisper. Child may appear to unds one concept first before another. Concepts are not perceived as right and wrong.
      - No speech sounds, focus on concepts only
      - Stopping: long vs. short ; voicing loud vs. soft ; cluster reduction two vs. one consonant, fronting: front vs. back, FCD: objects w and w/o sth at the end
      - Examples: front and back of elephant or cat put a stamp or give them fish, apples to eat. Bald heads put long and short hair. Put tails on animals, spotting number of babies in pram. ICD: draw train with engine vs. no engine
      - Concept should emphasise contrast b/w target, substituted sound. Long vs. short fricatives vs. stops
      - Play w toys that exemplify the concept: if child doesn't know then need to change the way it is said.
      - Use of referents:visual representations of concept. Used throughout Tx, must be sth that child identifies. Prompt for child for producing sounds. Self-checking and self-monitoring.
    - - Eg. pick up a pic of long snake and say long mmmmmm
      - Easy and fun for child, scaffold for success
    - - Contrast one class of sounds w another class to illustrate the diff
      - Make sounds in response to referent eg. pick up pic of back head and say back sound /k/, then check on referent.
      - Make sure first card is sth you have worked on already
      - Child takes turns being speaker and listener
      - Encourage child to make range of sounds w/i target class. Oh that's a front sound, can I see your card?
      - Can consider: Play a game to reward attempt, reinforce concept, encourage discussion. Feedback is around the example you heard Don't tell them how to position their articulators. "Oh I think you said that". "I heard that one, let's a try a different one"
      - Nonsense syllables are NOT USED!
    - - Introduce min pairs which demonstrate examples of a process eg. tea/sea, top/shop, bow/blow, pin/fin
      - One pair at a time, 5 pictures of sea, 5 pictures of tea
      - Have referents drawn on the back to reinforce concept from phoneme lvl, acts as checking mechanism
      - Clinician picks up card and says the word car "Listen I'm going to say a word, I wonder if it has a front or back sound" "You know your long and short sounds". Overexaggerate the sound for child to identify. Increase cues for child, reduce it later. Need to max chances the child gets them right
      - They don't need to say the word, only listen! They just make judgement about which attribute is present
      - Clinician talks about which was present.
  - - - Can use real syllables or nonsense syllables here!
      - Emphasise sound, get them to listen for extra sound. Can put any vowel with any consonant
      - Say syllable from list in response to referent. "You might hear a big loud sound at the beginning, listen"
      - Examples: 6 mice picture face down, any tail sound? Child only says yes or no. SLP, parent or sibling says example. Engineer the pack start w easy sound. "That's got a tail sound, I heard a /p/"
    - - No non-speech sound lvl bocs it is difficult to create contrasts of presence/absence w non-speech sounds.
      - No phoneme lvl
    - - When child can accurately identify sounds/syllables w correct concept
      - When child can accurately identify sounds in words w correct concept
      - When child can successfully attempt production of sound, syllable w correct concept