Phonology Manual
Contents
1. ee LocuTour ul MULTIMED COGNITIVE REHABILITATION Phonology Minimal Pairs Word Practice Word Blending Patterns Match Ups What s Wrong This CD was designed to give you new fresh games to help elicit the large number of productions you want to hear from your clients and provide you with interesting auditory bombardment sessions Clinets will love the interactive nature of the games and your phonology therapy will be so much fun Guidelines for the choice of target patterns and words were outlined in the book Targeting Intelligible Speech A Phonological Approach to Remediation by Barbara Williams Hodson and Elaine Pagel Paden College Hill Press San Diego 1983 These two authors drew on research and their combined extensive clinical experience to develop an effective remediation program for highly unintelligible children The au thors of this CD Marna Scarry Larkin and Elizabeth Price were student clinicians under Dr Hodson at San Diego State University during the development of these concepts and gratefully acknowledge the contribution of Hodson and Paden to our work with children Hodson and Paden s program is based on the idea of introducing target patterns rather than target phonemes One pattern is targeted for a limited time two to four weeks then the next pattern is targeted Hodson and Paden called this method of introducing patterns a cycle Patterns include syllable reduction cluster reduction pre and p2. t match they can be turned over by clicking on the button that has a right facing arrow on it Or you can click on a new card If no cards are turned over you can turn all of the cards over by clicking on the button that has a right arrow on it To turn the cards back over click on the Replay button circular arrow The up arrow key or the up arrow on the volume button increases the volume and the down arrow decreases the volume H takes you to the Help screen X allows a quick exit from the program Refer to the J Like Keys insert for more keyboard shortcuts Display cards after error Turn cards over after error The default option is to have the game pause when two cards that do not match are turned over If this option is turned off the cards will be turned so that the backs are visible after three seconds Remove cards after correct Continue to display cards after correct The default option is to have the game pause for two seconds when two cards that match are turned over then remove them from the screen If this option is turned off the cards will remain face up through the duration of the game Change Card Backs Change the card backs to one of 16 choices By Trial Level Seconds Moves Completion Status After being exposed to the sound of the target the client must have extensive practice in producing the target Hodson and Paden 1983 emphasize the importance of the client s saying the target sound or sequence as correctly as
3. sweep pot purr peck pike pie pill tore tick top tar tear tool mile mall mack mash know nail knees nap cool key car coop lead lime lip wing weep sweater wetter Objective How to Play Response Options Options Recording Options E LocuTour ul MULTIME D COGNITIVE REHABILITATION Word Practice Final Consonants Initial Consonants Initial S Clusters Initial L and R Clusters Two and Three Syllable Words Clients will see a picture hear it labelled record their imitation of the stimulus and judge the accuracy of production Monitoring and Self Monitoring The client or clinician determines that the target sound has been produced correctly or incorrectly The clinician can also indicate that the response was produced spontaneously or imitatively Use the Record and Play features to record and listen to the client s production of the target The clinician should alternate between the model and the client s recorded production and stress the importance of the concept that Contrast aids perception Listen for the similarities and differences between the two productions Have the client monitor their own speech and determine accuracy Transfer activities can include writing on the homework sheets and recording new phrases and sen tences for the target word These recordings cannot be saved but can be replayed at the time of recording Carryover can be practiced recording spont
4. maps ma ps cap ca p tops to ps pipe pi pe caps ca ps lip li p pipes pi pes cup cu p lips li ps top to p cups cu ps pop po p pops po ps rip ri p laps la ps hat ha t hats ha ts bat ba t bats ba ts boat boa t boats boa ts dot do t dots do ts mat ma t mats ma ts note no te notes no tes boot boo t foot foo t bait bai t beet bee t book boo k bike bi ke lock lo ck rock ro ck kick ki ck cake ca ke lake la ke rack ra ck sack sa ck rake ra ke Initial Consonants cow car key kick cake cook cob comb cap core lock log lake leg light lip line lamb lamp leaf rock Tug rake rack rag roll rope road red rip spot Cc ae Se Sa SO Oe as Ss Sl HR el el 2 0d 0 0000 wmo ow ar ey ick ake ook ob omb ap ore ock 0g eg ight ip ine amb amp eaf ock ug ack ag oll ope oad ed ip pot Ia LocuTour MULTIMED COGNITIVE REHABILITATION Initial S Clusters spur S spoon s speck s spike S spook s spy S spill S sponge s store S stick S stop S stem S star S step S stamp S stool s stove S smoke s smile S smell S small S smack s snow S snail S snake s sneeze s snack S snowman s snap S pur school s chool poon sky s ky peck ski s ki pike scar s car pook scale s cale py skunk s kunk pill scarf s carf ponge scoop s coop tore slide s lide tick sled s led top slime s lime tem slip s lip tar sleep s leep tep slim s lim tamp swing s wing tool
5. possible so as to reinforce the correct kinesthetic sensations Our experience has shown that a multi sensory approach to establishing placement auditory perception and kines thetic feedback on productions has been the most effective approach to improving phonological pro cessing and correct speech production Objective How to Play Options Game Results Groupings Rationale E LocuTour ul MULT MED COGNITIVE REHABILITATION What s Wrong Final Consonants Initial Consonants Initial S Clusters Initial L and R Clusters Two and Three Syllable Words The client will practice target patterns in spontaneous speech The clinician helps the client select a scene containing four to seven errors When the scene appears on the screen the clinician asks the client to find the mistakes and tell the clinician about them When the client clicks on an error picture a bunny appears and points to the picture The target word is produced The clinician can require the client to tell what was wrong with each picture The target word sometimes does not describe what is wrong For instance in one picture a child is walking on top of a bookcase that s wrong and the target word is the scar on his knee The pictures were chosen for target pattern loading Whenever the clinician or client clicks on a target in the picture or the typed word in the white box below the picture the computer produces the target word This provides unli
6. 44 0775 a LocuTour ul MULTIMED COGNITIVE REHABILITATION I Like Keys Phonology I Main Screen Commands that vary by game Minimal Pairs Option T view only target words Option F view only foil words Option B view both target and foil words default A show the answer 1 choose answer 1 2 choose answer 2 L play the sound for the picture on the left R play the sound for the picture on the right T repeat the instruction to choose a picture Word Practice 1 play the sounds in the word 2 play the word spoken normally 3 play the phrase 4 play the sentence 5 play the word with the target sound exaggerated Word Blending L play the word with a long pause between sounds B play the word with a some blending of the sounds G play the word exaggerating the sounds W play the word normally L B G and W will replay the screen if pieces have been moved 1 move piece one down 2 move piece two down 3 move piece three down T repeat the target sound LocuTour Multimedia 800 777 3166 or 805 544 0775 a LocuTour ul MULTIMED COGNITIVE REHABILITATION I Like Keys Phonology I Main Screen Commands that vary by game Patterns 1 move a piece from pile 1 to the next empty spot in the pattern 2 move a piece from pile 2 to the next empty spot in the patt
7. able and seven three syllable words Random Sequential Visual Cue Only Auditory Cue Only Auditory and Visual Cue Fade Time Fast Regular Slow Never This option controls the length of time the visual stimulus remains on the screen before fading away By Trial Target and Phoneme Correct Error and Average Seconds per Screen Hodson and Paden advocate the use of repeated presentations of words containing the target sounds at a low level of amplification This procedure has improved awareness of sound patterns in phonologi cally impaired children The Phonological Production option Objective The client will practice selected phonological targets in the context of a patterning game With this activity the clinician selects the Visual Only option from the Options screen The client names each picture in the pattern until they come to the blank pink cards The client then picks up the next card in the sequence names it and drops it into the spot where it belongs Alternative II Alternative HI T LocuTour ul MULT MED COGNITIVE REHABILITATION The Auditory Memory and Sequencing option Objective The client will practice selected phonologi cal targets in the context of a patterning game with the Auditory Only option selected from the Options screen The client listens very carefully to the pattern and touches the empty box that matches each spoken word The client continues the pattern by picking up the picture that is next
8. an replay the screen by clicking on the Repeat button circular arrow Another option is to replay the auditory stimulus only and keep the pictures highlighted the way the client responded In this case the clinician clicks on the Replay Sound circular arrow ear button By clicking on the Play 1 button the clinician can have the computer name the picture on the left The picture on the right will be named when Play 2 is chosen Each picture will be framed in white as its name is spoken If the client cannot decide on an answer the clinician or client can click on Show Answer and the correct picture will be highlighted in white Clicking on the right arrow or pressing the right arrow key moves you to the next screen The left arrow allows you to repeat the previous screen The up arrow key or the up arrow on the Volume button increases the volume and the down arrow decreases the volume H takes you to the Help screen X allows a quick exit from the program Refer to the Like Keys insert for more keyboard shortcuts Please see the Minimal Pair Word List on the next page for a list of target and foil words Random Sequential Hide Words Show Words All Target Words All Foil Words Both Target and Foil Words Words can be selected from three target patterns final consonants initial consonants and initial S clusters The final consonant target pattern includes final p t k and n Initial consonant choices are k 1 and r Initial S cl
9. aneous conversations that have the target word used somewhere in the conversation The record feature will allow several minutes of recording if there is room on your hard drive to save the file temporarily Playing What s Wrong offers many opportuni ties to practice carryover of target sounds into spontaneous speech The clinician chooses or assists the client in choosing the target sound from the menu screens The client listens to the stimulus and imitates it The stimulus will be one of the following the word with the target sound pronounced separately separation button the word spoken naturally word button the word in a phrase or sentence or the word produced with the target sound exaggerated The client may listen to the stimulus again by clicking on the appropriate button Use the VCR like buttons to record the client s voice See Recording Options below The clinician can track spontaneous and imitative responses and whether these responses were correct or incorrect by clicking on spontaneous C or type Z spontaneous I A imitative C C or imitative I I or E Use the touch screen or mouse to select the Separation Word Phrase Sentence or Exaggerated button to hear the stimulus By typing the number 1 2 3 4 or 5 you will select the stimulus corre sponding to the button Separation 1 Word 2 etc When you are finished with a screen click on the right arrow or use the right arrow key to move to the nex
10. at the bottom left corner of the screen The client may hear the picture labelled again by clicking on the picture The client continues to uncover pictures and find matching pairs until all of the matches have been found The client will then be given the option of choosing a skill level and playing another game The cards will be automatically reshuffled unless the client chooses to play the same game over by clicking on the replay circular arrow button The first screen is the phoneme screen It indicates the broad targets available final consonants initial consonants initial S clusters L and R clusters and multisyllablic words From these broad targets the clinician or client chooses the desired specific target grouping These groupings have gen erally been made by manner of production Please see Grouping Rationale Each pattern has enough pictures for Level 1 Level 2 requires 6 pictures and some groupings do not have enough pictures Patterns are combined with similar targets to form a group At Level 3 and Level 4 all of the phonemes in the broad target are combined After choosing a grouping the clinician or client clicks on Done then chooses a level of difficulty by double clicking on the Level 1 2 3 or 4 button There are not enough pictures for Multisyllabic practice at Level 4 If this level is chosen Level 3 will be displayed Specific target groupings were made according to manner of production whenever possible For in
11. ent will hear the target word produced with the length of pause chosen and will see two or three lines on which to place the pieces of the word The space between the lines corresponds to the pause length The client imitates the model then uses the mouse to drag the boxes down and deposit them in order on the lines Once a box is deposited the client will hear the stimulus again They should then imitate the sound You can hear a sound again by clicking on the box with the piece of the word To hear the word spoken normally click on the typed word in the white box Once all of the sounds are in place have the client imitate the entire word including the pause or pauses between sounds If production is accurate the next level shorter pause can be selected from the stimulus buttons The pause is successively shorter until the word is whole and there is only one line on the screen The clinician can track spontaneous and imitative responses and whether these responses were correct or incorrect by clicking on spontaneous C or type Z spontaneous I A imitative C C or imitative I Lor E Use the touch screen or mouse to select the Long Pauses Some Blending Exaggerated or Word button to hear the target word spoken You may also select the response button by typing in the first letter of the button name L B G E is already taken or W Clicking on any of these four buttons allows you to replay the current screen When you are finished
12. ern 3 move a piece from pile 3 to the next empty spot in the pattern 4 move a piece from pile 4 to the next empty spot in the pattern 0 repeat the screen put all of the pieces back A show the answer C check the answer T repeat the pattern Match Ups A show the answers turn all of the cards face up R repeat the screen turn all of the cards face down This key also works on the menu screen to replay the last game Option and D toggle between Display Cards after Error and Turn Cards Over after Error Option and R toggle between Remove Cards after Match and Continue to Display Cards after Match Option and B choose card backs What s Wrong D display all of the remaining objects 0 repeat the screen Hide the bunnies and start over T repeat the instruction to find a number of things wrong in the picture LocuTour Multimedia 800 777 3166 or 805 544 0775
13. g plate p late friend fr iend fruit fr uit fries fr ies front fr ont LocuTour Multimedia 800 777 3166 or 805 544 0775 a LocuTour ul MULTIMED COGNITIVE REHABILITATION I Like Keys Phonology I Commands common to all Target Pattern Selection Screens TAB choose the target pattern OPTION and TAB change the pattern group Commands common to Level Selection Screens O go to the Options screen F finish the program go to the Help Screen H go to the Help Screen TAB choose the level for the practice session RETURN start or continue the practice session without resetting the counter or the random number generator SPACEBAR start the practice session and reset counters and the random number generator C go to the Change Target Pattern screen Patterns and Match Ups only Results Screen F quit the program M return to the Game Menu Screen go to the Help Screen H go to the Help Screen P page setup Option and P print the results page Options Screen Option and R toggle between random and sequential Option and H toggle between displaying the word and hiding it Option and N go to the Enter Names Screen Option and H go to the Help Screen D or RETURN return to main menu Help Screen D or RETURN return to main menu Names Screen TAB toggle between names fields RETURN record the names a
14. in sequence and dropping it in the correct spot This is an excellent activity for auditory perception auditory attention auditory memory and auditory sequencing The Fade option In this activity the clinician can choose a speed at which the pictures will disappear from the screen The clinician uses the Options screen to select the fade time Fast Regular Slow or Never The client will see the pictures and hear their names then the pictures will disappear and the client must remember their order so that they can complete the pattern This is great for auditory and visual memory Fade time determines how long the stimulus stays on the screen If both Auditory and Visual stimulus presentation has been selected the default the pattern will disappear after the pictures have been named If Visual Only stimulus presentation has been selected the pattern will be displayed for a fixed amount of time before disappearing In Fade Fast the pattern is displayed for 5 seconds This should be long enough to establish a pattern but not necessarily long enough to completely read the pattern In Fade Regular the pattern is displayed for 12 seconds long enough to read the pattern but not long enough to necessarily finish the pattern In Slow Fade the pattern is displayed for 20 seconds long enough to read the pattern and finish moving the pictures The fade mode is designed to work visual memory for sequencing and speeded visual pict
15. in the k target lists In addition to the activities on the CD it is often helpful to use tactile cues to help your clients achieve correct production of a target sound Many clinicians already use these cues which can include stroking the arm toward the hand to illustrate the s tapping the hand to illustrate the stopped sound of p t or k tapping lightly on the neck for the feel of the velar and holding the client s hand to the clinician s mouth during the clinician s production of p to allow the client to feel the air We encourage clinicians to sit beside their clients as they play the games so that the clinicians can offer tactile help feedback and reinforcement to their clients as well as make use of the scoring options offered on this CD program We have found that the use of headphones enhances the effectiveness of the CD because all of the sounds can be heard clearly Without earphones it is sometimes difficult to hear the final s and p sounds Addition ally headphones are essential for effective auditory bombardment However if your computer cannot play sounds in 16 bit mode the words will sound scratchy with headphones F JS f jy 1 a r P ee ne li M YT wW i e mi a t l A 3 A MAY Smooth long sound of s Abrupt stopping sounds Neck tap for velar sounds of p T ep Lp and g ws p on child s hand to feel Upside down for getti
16. m ited auditory bombardment Random Sequential By Trial Target Grouping Number of Spontaneous Correct and Incorrect Productions Number of Imitative Correct and Incorrect Productions Number of Pictures Viewed and Average Time per Screen This game is designed to be played after the client has become proficient at the sentence level for a target pattern which includes several target sounds For example the target pattern final consonants includes the target sounds p t k ps ts ks m n and a What s Wrong includes scenes to reinforce spontaneous production of final consonants as above initial consonants k 1 and r initial s clusters sp st sm sn sk sl sw and skw initial 1 and r clusters kl gl fl b1 pl kr gr tr dr and fr and two to three syllable words One screen may contain pictures for all target sounds in a pattern Although the phonological approach is intended to treat highly unintelligible children and does not necessarily include carryover activities this game was included for those clinicians who would like to look at transfer of target patterns into spontaneous speech in a structured language situation We find that this is a fun activity and a good one to include for a complete therapeutic package a LocuTour ul MULTIMED COGNITIVE REHABILITATION Phonology I Word List mop mo p mops mo ps rope ro pe ropes ro pes map ma p
17. nd return to main menu LocuTour Multimedia 800 777 3166 or 805 544 0775 a LocuTour ul MULTIMED COGNITIVE REHABILITATION I Like Keys Phonology I Commands common on all Main Screens gt rightarrow go to the next word left arrow go to the previous word N uparrow increase the sound volume down arrow decrease the sound volume F return to the main screen go to the Help Screen H go to the Help Screen Q or E exit quit the program Commands common on all Main Screens if the feature is present Option and R toggle between random and sequential Option and H toggle between displaying the text and hiding it Option and N go to the Enter Names Screen Option and P print the picture and homework R record the word S stop recording the word P play back the word Imitative speech production scoring C score the pronunciation as correct E or IT score the pronunciation as incorrect error Spontaneous speech production scoring Z score the pronunciation as correct A score the pronunciation as incorrect error Note If the shortcut says Option and key then the Option key is acting like the shift key Press the Option key and while holding it down press the other key in the command Windows users should press the Control Key LocuTour Multimedia 800 777 3166 or 805 5
18. ng Pretzel scratch for t d the air come popping out placement for k MS CHA placement Scratch behind teeth on alveolar ridge put the two scratched places together Objective How to Play Response Options Options Target Patterns Screens Game Results Rationale E LocuTour ul MULTIME D COGNITIVE REHABILITATION Minimal Pairs Final Consonants Initial Consonants Initial S Clusters The client will learn to discriminate between words that include and do not include the tar get phoneme The clinician chooses or assists the client in choosing the target sound from the menu screens The clinician uses the Options screen to choose from the following stimulus presentation options All Target Words in which the stimulus will always be the target word All Foil Words in which the stimulus will always be the non target word or Both Target and Foil in which the stimuli will be both target and non target words The default is Both Target and Foil By clicking on the Option button the clinician can change the stimulus and choose sequential or random presentation of the stimulus words The clinician also has the option of hiding the words that appear on the screen The client chooses a picture in response to the computer s Show me stimulus If the client s response is correct the picture will be framed in white If incorrect the picture will be shaded with a gray box The clinician c
19. ore you sit down with the client to play put the earphones on yourself and listen to the stimulus items to make sure there is only a low level of ampli fication In all cases the volume should not exceed 85 dB HL At the training level the pattern is a simple 1 2 1 2 At levels two and three the patterns become more difficult The client listens as the computer speaks the pattern When the computer stops at the empty pink cards the client must figure out how the pattern should continue The client clicks on the card in the bottom row that is the next card in the sequence then drags and drops it into the space where it belongs When the pattern is finished the client clicks on the Check Answer button If all of the cards have been correctly placed in the pattern the computer will move on to the next screen If the patterns have been incorrectly placed the computer will leave the correct ones in the pattern and allow the client to continue Words can be selected from five target patterns final consonants initial consonants initial S clusters Land R clusters and multisyllabic words The final consonant target pattern includes final p t k Ips ts ks m n and Initial consonant choices are k 1 and r S clusters include sp st sm sn sk sl sw and skw L and R clusters are kl gl fl bl pl kr gr tr dr and fr The multisyllabic target pattern includes seven two syll
20. ostvocalic singleton omission stridency deletion velar deviation liquid deviation nasal deviation and glide deviation Within these patterns specific pho nemes are targeted On the Phonology I CD the targeted patterns are labelled Final Consonants Initial Consonants Initial S Clusters Initial L and R Clusters and Two and Three Syllable Words This CD lends itself to this method of cycling and re cycling patterns and it can be used in a more traditional approach because it includes phrases sentences and carryover activities Once your clients have mastered the phonological processes targeted on this CD you may want to change to a traditional articulation program using LocuTour s Articulation CD program Articulation contains 1 320 pictures for articulation practice The selection process for the words on Phonology I was based on information from Hodson s and Paden s book and our own work with children Hodson and Paden advocate careful attention to phonetic environment when choosing target words for therapy Research and experience have shown that a sound s position in a word and the phonemes that come before and after it can either help or hinder the production of the TM all LocuTour ul MULTIMEDIA COGNITIVE REHABILITATION target For instance if a client is fronting velar sounds t k words with t will interfere with his or her production of k With that in mind we did not include words such as cat or kite
21. stance final p t and k are all stops In levels 3 and 4 of final consonants the pictures appear in three groupings 1 p t k 2 ps ts ks and 3 m n a which go together as continuant sounds S Clusters are a natural group In Level 2 sm and sn are grouped because they do not have enough pictures for this level L and R Clusters are grouped as L Clusters and R Clusters In Level 2 fr is grouped with gr because there are not enough fr pictures for this level Likewise pl and bl are grouped together in Level 2 The two and three syllable words made one good grouping The table below shows the groupings Final Consonants Levels 3 and 4 p t Ikl ps ts ks m n fat Initial Consonants Levels 3 and 4 k M Itl Initial S Clusters Level 2 sm sn sw skw Levels 3 and 4 All targets L and R Clusters Level 2 fr fr gr Level 2 bl pl Levels 3 and 4 kr gr tr dr fr gr IKI g1 1 b1 pl Multisyllabic Words Level 3 All targets Level 4 Not enough pictures plays Level 3 Response Options Options Game Results Rationale E LocuTour ul MULTIME D COGNITIVE REHABILITATION Click on a card to turn it over After a card is turned over you can listen to the sound again by clicking on the card If you are using a touchscreen touch the card to turn it over You can repeat the last game by clicking on the repeat button If the cards don
22. sweep s weep tove swim s wim moke sweater s weater mile square s quare mell squid s quid mall squirrel s quirrel mack squash s quash now nail nake neeze nack nowman nap LocuTour Multimedia 800 777 3166 or 805 544 0775 ee LocuTour ul MULTIMED COGNITIVE REHABILITATION Initial L and R Clusters Multisyllabic cry cr y clown c lown cowboy cow boy crack cr ack clock c lock baseball base ball crumb cr umb cloud c loud ice cream ice cream cream cr eam clam c lam hot dog hot dog crook cr ook clay c lay bathtub bath tub crate cr ate clap c lap football foot ball crank cr ank climb c limb popcorn pop corn crane cr ane clip c lip cowboy hat cow boy hat green gr een glass g lass baseball bat base ball bat grass gr ass glue g lue ice cream cone ice cream cone grape gr ape glove g love hot dog bun hot dog bun grub gr ub globe g lobe circus ring cir cus ring gray gr ay glow g low football game foot ball game ground gr ound glade g lade popcorn bowl pop corn bowl grade gr ade glad g lad graph gr aph glum g lum truck tr uck flag f lag train tr ain floor f loor trail tr ail fly f ly trunk tr unk flame f lame tree tr ee flake f lake trip tr ip flute f lute tray tr ay flip f lip trap tr ap flock f lock dress dr ess blue b lue drain dr ain black b lack drape dr ape blimp b limp drip dr ip block b lock drink dr ink plant p lant drum dr um plum p lum drive dr ive plane p lane drawer dr awer please p lease frog fr o
23. t Screen numbers for initial S clusters vary from four to nine The L and R cluster targets have between four and eight screens There are seven screens each for the two and three syllable targets By Trial Target Pattern and Phoneme Number of Spontaneous Correct and Incorrect Productions Number of Imitative Correct and Incorrect Productions Number of Pictures Viewed and Average Time per Screen This task is the basis for phonology therapy It includes the often necessary step of separating the target sound from the rest of the word In this way the error sound can be eliminated from the habitual motor sequence While playing Word Practice the client must process auditory information at the sound syllable phrase and sentence levels with imitative or spontaneous expressive phonologi cal production Objective How to Play Response Options E LocuTour ul MULTIME D COGNITIVE REHABILITATION Word Blending Final Consonants Initial Consonants Initial S Clusters Initial L and R Clusters Two and Three Syllable Words The client will develop the ability to blend the target sound with the rest of the word by imitating a series of stimuli containing progressively shorter pauses between the target and the rest of the word Monitoring and Self Monitoring The client or clinician determines that the target sound has been produced correctly or incorrectly The clinician can also indicate that the response was produced spontaneousl
24. t screen The left arrow allows you to repeat the previous screen The up arrow key or the up arrow on the volume button increases the volume and the down arrow decreases the volume H takes you to the Help screen X allows a quick exit from the program The Print button allows you to print the picture on a homework page Refer to the Z Like Keys insert for more keyboard shortcuts Random Sequential Hide Words Show Words Use the mouse to click on the VCR like controls beneath each sound button The round red button records your voice The red rectangular button stops the recording or the play back and the green triangular button plays the recording If the buttons are gray they are not available Patterns Screens Game Results Rationale E LocuTour ul MULTIME D COGNITIVE REHABILITATION Words can be selected from five target patterns final consonants initial consonants initial S clusters L and R clusters and multisyllabic words The final consonant target pattern includes final p t k ps ts ks m n and a Initial consonant choices are k 1 and r S clusters include sp st sm sn sk sl sw and skw L and R clusters are kl gl 1 bl pl kr gr tr dr and fr The multisyllabic target pattern includes seven two syllable and seven three syllable words Colorful drawings for each target word There are 10 screens for each final and initial consonant targe
25. tial consonant target Screen numbers for initial S clusters vary from four to nine The L and R cluster targets have between four and eight screens There are seven screens each for the two and three syllable targets By Trial Target Pattern and Phoneme Number of Spontaneous Correct and Incorrect Productions Number of Imitative Correct and Incorrect Productions Number of Pictures Viewed and Average Time per Screen Phonology clients have often developed strong motor patterns that need to be broken before they can form new correct patterns One way to break these old motor habits is to separate the target sound from the rest of the word This allows clients to produce the target sound without interference from the rest of the word and the pause breaks the automatic motor sequence Once they have practiced the target word without the production of the error sound they are ready to either replace the error sound with the correct one or add a sound previously omitted in a connected word Objective How to Play Target Patterns Options Game Results Rationale Alternative I E LocuTour ul MULTIME D COGNITIVE REHABILITATION Patterns Training Level Level 1 Level 2 Final Consonants Initial Consonants Initial S Clusters Initial L and R Clusters Two and Three Syllable Words The client will remain attentive during an auditory bombardment treatment activity This game is designed to be used with earphones so bef
26. ure decod ing Auditory stimulus can be presented concurrently or independently The default mode of Never Fade always presents the auditory stimuli If you want to present just a second or two of auditory stimuli and have the child verbalize the rest of the pattern click on the screen while a sound is playing during the auditory presentation and the sound will stop For additional practice in these areas please see LocuTour s CD Attention and Memory Volume I Objective How to Play Targets Grouping Rationale E LocuTour ul MULTIME D COGNITIVE REHABILITATION Match Ups Six Cards Twelve Cards Twenty four Cards Forty eight Cards Final Consonants Initial Consonants Initial S Clusters Initial L and R Clusters Two and Three Syllable Words Clients will attend to the auditory stimuli presented auditory bombardment and practice target words as they make use of a verbal rehearsal strategy to complete the game The clinician assists the client in choosing the target sound and one of the four difficulty levels Please see Targets The client then turns over one card by clicking on it with the mouse The client hears the picture labelled imitates the label and tries to recall where they have seen the matching card When a match is made the two cards will disappear from the screen after three seconds If two cards do not match they will be turned over when the client chooses the next card or clicks on the arrow key
27. usters include sp st sm sn sk sl and sw Final consonants p four t five k four n four screens Initial consonants k eight 1 three and r four screens Initial S clusters sp and st six sm sn and sk four sl and sw three screens each By Trial Target Pattern Completed Correct Number of Screens Viewed and Average Time The ability to perceive the similarities and differences in words is the receptive activity necessary to develop auditory phonological processing Receptive processing needs to be consistent and accurate before consistent and accurate expressive production is possible Auditory processing of minimal pairs establishes an auditory strategy for comparing and contrasting speech at the one syllable level Final Consonants mop rope pipe pop boat note boot bait beet bike lock rock rake moon rain bone bean ma row pie pa bow know boo bay bee buy law raw ray moo ray bow bee Initial Consonants car key kick cake cook comb cap core lock lake line rock rake rag red tar tea tick take took tome tap tore walk wake whine walk wake wag wed a LocuTour MU LTT ME D COGNITIVE REHABILITATION Minimal Pairs Word List Initial S Clusters spot spur speck spike spy spill store stick stop star stair stool smile small smack smash snow snail sneeze snap school ski scar scoop sled slime slip swing
28. with a screen click on the right arrow or use the right arrow key to move to the next screen The left arrow allows you to repeat the previous screen The up arrow key or the up arrow on the volume button increases the volume and the down arrow decreases the volume H takes you to the Help screen X allows a quick exit from the program Refer to the I Like Keys insert for more keyboard shortcuts Options Recording Options Target Patterns Screens Game Results Rationale E LocuTour ul MULTIME D COGNITIVE REHABILITATION Random Sequential Hide Words Show Words Use the mouse to click on the VCR like controls on either side of the screen The round red button records your voice The red rectangular button stops the recording or the play back and the green triangular button plays the recording If the buttons are gray they are not available Words can be selected from five target patterns final consonants initial consonants initial S clusters L and R clusters and multisyllabic words The final consonant target pattern includes final p t k Ips ts ks m n and Initial consonant choices are k 1 and r S clusters include sp st sm sn sk sl sw and skw L and R clusters are kl gl fl b1 pl kr gr tr dr and fr The multisyllabic target pattern includes seven two syllable and seven three syllable words There are 10 screens for each final and ini
29. y or imitatively Use the Record and Play features to record and listen to the client s production of the target See Recording Options on the next page The clinician should alternate between the model and the client s recorded produc tion and stress the importance of the concept that Contrast aids perception Listen for the similari ties and differences between the two productions Have the client monitor their own speech and deter mine accuracy Transfer activities can include writing on the homework sheets and recording new phrases and sen tences for the target word These recordings cannot be saved but can be replayed at the time of recording Carryover can be practiced recording spontaneous conversations that have the target word used somewhere in the conversation The record feature will allow several minutes of recording if there is room on your hard drive to save the file temporarily Playing What s Wrong offers many opportuni ties to practice carryover of target sounds into spontaneous speech The clinician chooses or assists the client in choosing the target sound from the menu screens The client then sees two or three boxes containing parts of the target word The target sound is always in its own box The client or clinician clicks on one of the four stimulus buttons The choice of button depends on the pause length desired between the target sound and the rest of the word Once a button is clicked the cli
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