![]() ![]() In a drill-play format the child does production practice of individual words, carefully selected for optimal phonetic environment (Kent, 1982), involving that is, facilitative phonetic contexts.Ī small set of production practice words (target words) is included in each session. These are internalised through practice, facilitating the child’s self-monitoring skills. ![]() This promotes the development of new kinaesthetic and auditory images. Facilitative Contexts, Active Involvement, Self-monitoring and Generalisation The child listens for <30 seconds to 15-20 words, spoken by an adult, through headphones at the beginning and end of each session and once daily at home without amplification.ģ. Focused input ‘tunes up’ the child’s sound system in order to maximise the effect of production practice. Speech acquisition occurs through listening. And then more complex /s/ sequences (e.g., basket) are targeted under Secondary patterns. Also /s/ clusters are often targeted for 4-5 hours for each early cycle. Typically 'syllableness' and final 'consonantness' do not need to be 'recycled', but /s/ clusters, velars, and liquids virtually always need to be recycled 2 or 3 times. For example, Cycle One for most children with highly unintelligible speech involves at least 2 hours for each of the following patterns: 'syllableness', final 'consonantness', /s/ clusters, velars, liquids. Typically 3 or 4 cycles (requiring approximately 30-40 hours) are required for clients with extremely disordered phonological systems to become intelligible.Īccording to Hodson (personal correspondence, 2015) a cycle is not complete until all of the deficient Patterns that have been identified/specified have been targeted. Phonological assessment (Hodson, 2004) is performed at the end of each cycle. The patterns are recycled, adding complexity with each ensuing cycle. Normal phonological acquisition is gradual.Ī phoneme within a pattern is presented/stimulated/targeted for 1 hour (sometimes 2) then another phoneme for that same pattern (always at least 2 phonemes per pattern then the next pattern, etc. Some children above the age of 8 0 require help with “advanced target patterns”: multisyllabic words such as “aluminium” and “thermometer” and complex consonant sequences as in “excuse” and “extra” (Hodson, 2010 p.100). Although a number of these secondary patterns may have been evidenced during the initial evaluation, many will have "normalized" during the time that the client was working on the Primary patterns'. Hodson (2004) wrote, 'Potential secondary target patterns need to be reviewed to ascertain if any of these need to be targeted after the following three criteria are reached: (a) All early developing patterns (e.g., “syllableness”) are established (b) /s/ clusters are emerging in conversation and (c) anterior and posterior consonants are used contrastively. Liquids are 'facilitated' at the end of each cycle then secondary patterns: palatals, other consonant sequences, singleton stridents, prevocalic voicing contrasts, vowel contrasts, assimilations and any remaining idiosyncratic deviations. Primary patterns are targeted first: early syllable structure patterns, anterior-posterior contrasts, and /s/ clusters. Targets are consistent phonological deviations or patterns occurring 40% or greater. Phonological patterns analysis (Hodson, 2004) is performed to identify treatment targets. Phonetic environment in words can facilitate or inhibit correct sound productions.Ĭhildren associate auditory and kinaesthetic sensations that enable later self-monitoring.Ĭhildren generalise new speech production skills to other targets.Ĭhildren learn best when they are actively involved/engaged in phonological remediation.Įnhancing a child’s metaphonological skills facilitates the child’s speech improvement and also development of early literacy skills. Phonological acquisition is a gradual process. The eight underlying concepts of the Cycles approach (adapted from Hodson, 2010) are:Ĭhildren with normal hearing typically acquire the adult sound system primarily by listening. This approach combines traditional and linguistic approaches and was devised for speech-language clinicians working with highly unintelligible children (Hodson & Paden, 1983, 1991). Deviations are analysed in order to select optimal (for the individual child) target phonological patterns. The HAPP-3 (Hodson, 2004) is administered, before beginning treatment, to determine which patterns need to be targeted. ![]() There is a full description of the approach in Hodson (2006) listed below in the references section with a link to the article. This approach combines traditional and linguistic approaches and was devised for SLPs/SLTs working with highly unintelligible children. Cycles Phonological Pattern Approach (CPPA) DetailsĬreated: Wednesday, 30 January 2013 12:57
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