Metaphon
Principles, how it came about
Concerns w progress using min pair approaches
Teaching awareness directly will speed up acq of sound system
Based on precise, detailed ling Ax
Focus on bringing phon change by increasing metaling awareness: comm. awareness, feedback on getting change, child to consider how sounds differ
Sees child as active learner (cognitive approach to learning)
Max learning opportunities: make child aware of contrastive nature of sounds, awareness that meaning changes with diff sounds. Sounds can be changed to enhance the meaning of being unds. Child begins to unds that they have some control over their speech production
Builds phonemic inventory, targetting, eliminating phon processes, same as other 4 therapies
Give the child knowledge to change it, let them know that they X be unds if they stick to it. Knowledge that change can be made. Info about how change can be achieved
In sum: knowing what error they made, know what they have to say, knowing to get from wrong to right
Ax
Metaphon resource pack or any other Ax tool
Independent, not related to Metaphon Tx
Can be used to remediate any process
GuidesTx tgt w structured formats for therapy
Phase 1
Phase 2
Dev phon awareness, awareness of contrastive sounds
Aims
Dev. communicative awareness, unds that words carry diff meaning and meaning can differ
Put knowledge into action to get msg across
Capture child's interest in sounds eg. sound play
Show that contrast can convey meaning, can be manipulated
Provide success for child, FUN!
4 levels for systemic process
3 levels for structural processes
Concept level 10min
Non speech sound lvl 10 min
Phoneme lvl
Word level
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
Should be implemented in structured way
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.
Concept level same as systemic
Syllable level
Word level
General rules
No non-speech sound lvl bocs it is difficult to create contrasts of presence/absence w non-speech sounds.
No phoneme lvl
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/"
Criteria for moving on
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
Aims
Transfer knowledge from phase 1
Let child know that their production makes meaning different
Dev PA skills so child can self-correct
Providing child w feedback about utterance can result in immediate change. Listener uncertainty/confusion (looks, intonation with pitch rise in qn) increases motivation to change. SLP can purposely make error to raise child's awareness of incorrect production
Word level
Saying pairs of words which carry meaning (secret msg)
Messages-pile of cards that are multiple examples of minimal pair set
One of each card chosen. Child and SLP take turns naming cards. Need to point to picture they heard. Check if it is a match
Feeback
Focuses on result of communication: Successful bcos child has used appropriate sound "I knew it was sea, I heard a long sound". If child correctly matches production, ask how they knew which picture to point to. "I heard a great tail sound there"
If child points to another picture, "I heard a short sound, did you mean to say a long sound?" "Were you trying to put a tail on the end?"
Games
Fishing, hide and seek. Impt that the games do not need to mirror concept being used, just as reward activity.
Phrase, sentence lvl
I caught a _ or I found a _.
End Tx for a processs when 1) child able to maintain contrast b/w words at sentence lvl, 2) does not need to have generalised sounds to external env 3) must be able to make changes to productions if reminded of concept
Client group that benefits
Mild to severe SSD
Chn presenting with at least 2-3 processes, usually more
Suitable for ages 3;6 to middle primary but older, Tx will change