Speech Sounds Intro

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Speech SoundsA Guide or Parents and Pro essionalNancy Cale e-Schenck, M.Ed., CCC-A, Cer t. AVT and

Dian Baker, MA, CCC-SLP, Cer t. AVT


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Speech SoundsA Guide or Parents and Pro essionals

In o u ion

Plosi es an S ops P/b, t/d, k/g

F i a i es h, F/v, S/Z, Sh

Nasals m, N

Se i o els w, y

Liqui s L, r

Aff i a i esch, j


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Introduction Overview o Spee Soun sIn e a ion of Au i ion, Spee , Lan ua e, Li e a an co ni ion

Lea nin o o uni a e i spo en lan ua e isos effe i e ou eanin ful an en o a le

expe ien es a in e a e lis enin , spee ,lan ua e, ea in an in in . w en lis eninan al in a e ele an an posi i e, spo en

o uni a ion an e e e in a na u al a foil en o a e eaf.

There is no single method that works best or

teaching speech to all children who are dea , andSpee Soun s is simply one approach. It is basedon the premise that young children with cochlear implant(s) need to be exposed to all speech sounds

through listening as a building block in establishing astrong auditory oundation.

Spee Soun s consists o units or 20 English consonant sounds.Each card condenses a relatively large body o in ormation intomanageable units to easily incorporate speech into everyday experiences and books. It is used in conjunction with specifc

language goals rom a childs individualized treatment plan. Optimally a amily is working in partnership with a therapist or educator or auditory habilitation. A childs progress is related to a strong link among home, daycare, school and therapy and the childs interactionswith everyone in these settings.

Ea Speech Sounds uni fo uses on onespee soun an in o po a es

Child- riendly words

Daily routines

Activities

Games and toys

Songs, rhymes and fngerplays

A popular childrens book

Additional books

ho o Use Speech Sounds

Spee Soun s is used as a supplement to the developmental way children who are dea learn speech sounds through listening. Theunits serve as a guide to pro essionals or planning therapy sessionsand classroom activities. Parents use the overview and the cards as aresource or active and e ective home carr y-over.

Plannin an P epa a ionFirst, download the Spee Soun s units rom the HOPE area o theCochlear website at . o lea . o /hOPE . Next, gather andorganize props, toys and books into containers. Ideally, pro essionalsand parents will obtain materials or a par ticular sound several weeksprior to its use in therapy or in the classroom allowing enough time

to order books rom the librar y or on-line and to gather propsor upcoming activities. Many o the same props may be used with

di erent units. Good places to fnd materials at reasonable pricesare on the Internet (see resources below) and at garage sales or hobby, toy, and party supply stores. You can also fnd all o the bookson the Internet. Be creative. Find common objects in your homeand classroom or clinic. Have a treasure hunt with the child to fndor create materials. Make note cards and put them in appropriateplaces around the house or classroom as a reminder o thevocabulary and language to rein orce.

w en o be inSpee Soun s is intended to be used with younger childrenages 1 through 5 years, but can also be adapted or older children.Prior to embarking on this adventure, a child should have anauditory oundation and be able to:

Listen, attend to, and discriminate i sounds are the same

or di erent

Vocalize suprasegmentals: rhythm, duration, pitch and intensity

Produce vowels

Attach meaning to animal and/or vehicle sounds

Imitate vocalizations on request

Understand and use a ew unctional words, such as bye bye,

more, all gone with the appropr iate suprasegmentals andvowels, but not necessarily correctly produced consonants.


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w a o doThe ocus is on teaching speech through listening to maximize a childsauditory potential or auditory sel -monitoring o speech. The processis as important as the content. Listening is a cognitive process andour job is to stimulate a childs brain so he can understand what theears hear. Follow the 5 Es (Cale e-Schenck, 2007) as you highlightsounds through spoken language and weave them into daily routines,childrens literature, activities, games and toys:

Expose a child to a sound or word(s) using auditory input only.Begin by babbling the target sound coupled with either the vowelah or oo or ee, such as bah bah bah. Extend this to wordsand phrases rich in the targeted sound. Present the model throughlistening frst, be ore the child sees the toy or prop or cue. Thissets the stage or a child to listen with intent and to establish anauditory impression o the target sound that will assist in recall in

the uture. As soon as a child produces a sound with consistency,discontinue the babbling and continue to encourage carr y-over into spontaneous language. From then on, babbling is used asa remediation strategy to acoustically highlight a sound i it isincorrectly produced in some context.

Expe the parent, then the child to imitate or respond verbally.

This completes the auditory sel -monitoring loop and encouragesactive rather than passive listening.

Expe ien e a toy, book or activity that represents the sound or word. This is a childs opportunity to relate to the toy, book or activity and enjoy the process in a meaning ul way. It keeps a childinterested and encourages carry-over into the real wor ld. It isalso an important s tep in taking a child quickly rom imitation to

thinking and auditory processing and understanding.

Expan on the language model and the childs communication.The adults verbal input should be at a level slightly higher thana childs spontaneous expressive language to establish the

oundation or uture progress.

Exp essi e spoken language emerges later in time when a childspontaneously uses the sound or words wi th symbolic meaningin the real world.

w e e o be inThere is no specifc order or the sound units. There are somegeneral guidelines to help you choose the sequence o sounds

or any individual child. Start with consonants a child is already producing. Then proceed by ollowing the normal order o development o speech sounds. Earlier developing sounds, not inspecifc order, may include: m, b, y, n, w, d, p, h. Take into account

the acoustic char acter istics o each sound relative to what a child

hears. Also consider that the most requently occurring manner o phonemes is plosives and stops, or p, t, k, b, d, g, although s is thespecifc sound most o ten used by English speakers. Consider thesounds a child uses requently which are highly motivating, such assounds in his name or sounds in his avorite oods.

Overlap among units is expected. A variety o sounds, in addition to the target sound, will emerge naturally as a childs auditory sel -monitoring develops. It is important to individualize the programbased on each childs progress. Develop strategies based ondiagnostic teaching, such as, alternating consonants within manner

rom sounds the child has acquired and babbling nonsense syllablesrelated to words and phrases rom real li e situations.

w a o ExpeThe purpose o Spee Soun s is to bathe the child in sound(Pollack, Cale e-Schenck, Goldberg, 1997) to s timulate naturaldevelopment o speech through listening. Provide rich auditory inputand exposure or one sound, and then move to a di erent sounda ter one or two weeks. Typically a child will show understanding(reception) prior to using the sounds and language (expression).

Initially there is not an expectation or per ect speech. Speech

development is a process and emerges over time. A childs imitationswill give adults in ormation about what the child hears, his depthand confdence in listening, need or reprogramming o his cochlear implant speech processor(s), the amount o exposure he has had

to the sound, or al-motor development and/or motivation. Imitationis highly dependent upon motivation, so a child must be stimulatedwith interesting daily activities. Analyze the reason or a childs errors

to determine uture goals and recommendations. Be aware that achilds production o sounds at this stage may come and go as theemphasis on one consonant over the other changes.

Over time, correct productions are encouraged and expected.The expectation or correc t speech should be based on the ages and

progression o speech development or children with normal hearing.I a sensory or motor delay is suspected, make appropriate re errals

to an occupational or physical therapist who specializes in this area.I a child has had su fcient time and experience in learning aSpee Soun s sound through listening and still does notapproximate the sound or word, it may be appropriate to use thestrategy called the auditory sandwich where a child is exposed toan auditory presentation three times ollowed by a visual or tactilecue and then again through listening alone.

t a in P o essMonitoring a childs progress is an important aspect o any program.It is the responsibility o pro essionals to coach parents to bepositive and e ective spoken language models in their childs naturalenvironments. Parents should take an active role by:

Reading daily to their child and discussing what they have read

Targeting and teaching vocabulary rom each unit in a variety o

meaning ul contexts

Tracking their childs progress

Reporting back to pro essionals on a consistent basis

Each Spee Soun s unit provides an easy and time-e fcient way tomaintain consistent and accurate records o progress.

Place a dot ( ) in ront o a word or an activity a ter you havepresented it to a child. To monitor speech development, circle aword when the child correctly says the targeted sound in theword. Vocabulary development is tracked by putting a dash (-- --- )by the words a child understands and a plus ( +) by the wordsa child says spontaneously.


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ho Speech Sounds wo s

t e Lis enin -tal in -rea in conne ion We learn to talk by saying what we hear and hearing what we say.This is termed the auditory sel -monitoring loop or auditory

eedback loop. It is the avenue through which children developsounds and learn the language o their culture. Children who aredea are capable o developing natural sounding voices and spokenlanguage when they learn speech through listening rather thanlooking. Too much emphasis on visual cues may lead to unnaturalsounding voice quality and exaggerated speech. A childs ability todevelop natural and intelligible speech is related to early detect ionand intervention, use o appropr iate and optimal technology suchas cochlear implant(s), establishing a strong auditory oundationby learning to listen, integrated sensory and motor systems,consistent exposure to spoken language, and parent or caregiver participation. Communication among a childs cochlear implantaudiologist, teacher or therapist and parent is impor tant or maintaining optimal programming o the cochlear implant(s).

With individualized modifcations any child may beneft romSpee Soun s or remediation. Even though it is di fcult tochange voice quality, articulation can be corrected even or older children. The process and materials may be help ul or older children who receive a cochlear implant(s); children who use signlanguage or other visual systems to communicate; children learningEnglish as a second language; children with normal hearing whohave auditory processing, articulation and/or language delays; andchildren learning to read.

Spee Soun s acilitates phonological awareness or reading as wellas reading comprehension. Reading aloud to a child on a daily basisstrengthens the connection o listening and talking with reading.A robust receptive and expressive vocabulary is necessary or profciency in communication, reading and writing.

P onolo i al de elop enA child with normal hearing typically develops speech in apredictable manner. Young children with hearing loss usually learnin the same developmental way as normal hearing children i they have a strong auditory oundation, no additional challenges, andaccess to learning speech through listening during the early speech development period.

Spee Soun s is based on typical development where the normalprogression is: vocal play, suprasegmentals, vowels, and consonants.It encourages development at the phonetic level where a child

imitates sounds or uses echolalia, and sets the stage or a child tobegin babbling. Babbling progresses beyond simply imitating sounds

to linking sounds with meaning ul language, conversation, literatureand eventually reading.

Spee A ous i sSince the basic premise o Spee Soun s is that a child learnsspeech through listening, it is undamental to consider the basicso speech acoustics. Every speech sound has concentrations o acoustic energy called ormants that make it di erent rom other sounds. Although the same sound is pronounced slightly di erently based on the sounds that precede or ollow it, in general, theacoustic properties o a sound are consistent. Unders tanding o speech acoustics assists pro essionals and parents in establishingrealistic and sys tematic goals, rein orcing appropriate approximationso speech, and optimizing a childs auditory potential with the useo appropriate technology.

manne of p o u ionis hOw a sound is made. Spee Soun s cards are color coded according to the manner o the sound. Listedbelow are the di erent manners, basic defnitions, consonants and

the cards color code or each manner o production :

Plosi es an s ops : a release o built up air pressure occurswith plosives; the pressure is not released or s tops.p/ , / , / een a s

F i a i es : a point o constriction causes riction in the breath

stream that creates a sound. , f/ , s/z, s lue a sNasals: the breath stream goes mainly through the nose.

, n pu ple a s

Se i o els : produced like vowels except there is greater constriction. , ello a s

Liqui s : the tongue diverts the breath stream in themouth. l, o an e a s

Aff i a i es : a stop is released with a ricative. , e a s

Pla e of p o u ionis whErE a sound is made. Listed below are the di erent places, basic defnit ions and the consonants withineach place o production:

bila ial : two lips. p, , , La io en al : bottom lip and teeth. f,

Lin ua en al : tongue and teeth. th,

Al eola : ridge on hard palate behind the upper teeth. , , s, z, n, l,

Pala al : hard palate. s , z , , ,

vela : back o so t palate. , , n

glo al : back o mouth.

Manner o production is easier to hear than place o production.For example, /b/ is a plosive and sounds very di erent rom /m /

which is a nasal. Interestingly, /b/ and /m/ look the same throughlipreading because they have the same place, bilabial. This is why sounds that have the same place o production may be con using

to a child who relies on lipreading to learn speech. A child is relyingmore on auditory cues when he substitutes sounds that are within

the same manner o production, such as saying /p / or /t/ or /k / or saying /s/ or / / or /TH/.


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voi in indicates whether a sound is made while the vocal olds arevibrating or not vibrating. Most sounds are grouped in pairs whereone sound is made with voice and the other sound is voiceless.

With lipreading they look the same, so again these sounds can becon using to a child who relies on looking rather than listening.It is much more e ective to use listening rather than looking or discrimination o voiced versus voiceless sounds. Listed below are

the consonants pairs or voiced and voiceless phonemes:

co ple in Speech Sounds

It can take 20 - 40 weeks to cover the 20 Spee Soun s unitsdepending on whether you spend one or two weeks on a sound.Sometimes it is appropriate to cycle back through the sounds achild is not consistently producing correctly. Remember thatSpee Soun s is based on teaching sounds and spoken language

through lis tening, so it is impor tant to integrate appropriate andprogressive language and communication goals into all activities.

P i a refe en esCale e-Schenck, N. Two (One-Hour) HOPE Online Seminars

available ree at . o lea . o /hOPE

Sound Speech or Speech Sounds (2007)

More Sound Speech or Speech Sounds (2007)

Pollack, D., Goldberg, D., Cale e-Schenck, N. (1997)

Educational Audiology or the Limited-Hearing In ant andPreschooler: An Auditory-Verbal Approach (3rd Edition).Srpingfeld, IL: Charles C Thomas.

hOPE resou es f o co lea A e i asThere are many HOPE Online seminars archived and live

that suppor t auditory learning strategies. Review the lis ting at. o lea . o /hOPE . Three archived seminars that are

especially relevant:

Goldberg D (2007) Working with Babies: What to Do be ore the Cochlear Implant

Therres MK (2007) Learning to Listen and Starting to Speak:Developing Auditory/Oral Skills in a Child with Hearing Loss

Nevins ME & Garber A (2007) HOPE Tips: Therapy Ideas or Preschoolers

Educators Guide . Download a copy at . o lea . o /hOPE

Getting Started: Practical Tips for Parents . Free booklet availablerom Cochlear Americas

Start Listening: A Guide to Hearing Habilitation . DVD romCochlear Americas

HOPE Notes (18 individual Notes) Download a copy at. o lea . o /hOPE

Listen, Learn and Talk includes a booklet providing a comprehensivescale or assessing progress and DVDs demonstrating therapy ideas . o lea a e i as. o

Sele e refe en es f o Ag bellAlexander Graham Bell Association or the Dea and Hard o

Hearing, Washington, DC. .a ell.o

Estabrooks W, Editor (1998) Cochlear Implants for Kids.

Estabrooks W, Editor (1994) Hear & Listen! Talk & Sing!

Estabrooks W, Editor (2003) Songs for Listening! Songs for Life!

Ling D (2002) Speech and the Hearing-Impaired Child.

O e Useful resou esGebers JL (2003) Books are or talking, too! Austin, TX: PRO-ED.

McCord S. The Storybook Journey video series..lan lo e fil s. o

Picket JM (1999) The Acoustics of Speech Communication:Fundamentals, Speech Perception Theory, and Technology.Boston: Allyn and Bacon.

Wee Sing CDs. #1 Around the World, #2 Nursery Rhymes

and Lullabies, #3 Sing and Play, #4 Sing-Alongs, #5 For Baby,#6 Games Games Games, #7 Animals Animals Animals,#8 Fun n Folk, #9 25th Anniversary Celebration.

In e ne Si es.A azon. o. a ls o ne .us/ne _pa e_3.. u .e s ool. i inia.e u/ o/ il. is oun s oolsuppl . o /. l - ea . o / oo s/in ex..en an e lea nin . o.esl- i s. o.e e in p es ool. o /alp a e.fi s -s ool. s/ e es. l.f ee i af s. o /f ee_ i _ af _i eas. l.ga a e s. o. aplan o. o /in ex.asp. i i les. o /l i s.kiz lu . o.La es o elea nin . o.p s.o /pa en s/ ea in lan ua e/a ou . l.s a e.a .us/ il a e/s o on . l.Supe upe in . o

Special thanks to Donna Sorkin, Warren Estabrooks , Todd Hallberg, the Rech family, Marsy Robben, Amy Schenck and the Winkle r family for their edi ting comments .

VOICELESS VOICEDVOICE OFF VOICE ON

bila ial p b, m, w

La io en al v

Lin ua- en al TH th

Al eola t d

s z

n, l, r

Pala al sh zh

ch j

y

vela k g, ng

glo al h

Documents

Speech Sounds Intro