I’m currently working as a private SLP and I have a 5yo who came to me with substitution of /t/ for /s/ and /sh/. He immediately was able to correct his production in isolation on the first session. (We targeted /s/ first) We have worked on C.V. productions and he can do them, as well. However, we have been working on initial position of simple CVC words and no matter how slow or the amount of visuals I give him, he always adds that /t/ sound back in! It’s been a few months now and we haven’t made any progress at this level. I targeted final position to change it up and he is doing pretty good there. Any pointers out there????
|Feb 06, 2020||Hang In There|
I see this all the time!! This exact scenario. The initial position can be the toughest for stopping.
In my practice, I want the child to be as successful as possible each session to help with progress (obviously) and confidence. If the child is better at the final and medial position, start there! There is no reason not to. As the child progresses word in those positions and gets used to the new motor pattern, it will generalize to the initial position. By that time, they will have the motor pattern down and be able to hear correct/incorrect productions.
I had a child with many more goals/error patterns and it took this child a YEAR to be able to say "CH" in the initial position but was able to say it in the final and medial position almost right away. However, one day, she was able to do and never looked back.
My typical therapy session goes like this:
Review anatomy for sound
Auditory bombardment or Auditory disrimmination
Quick warm-up at mastered level (syllable or word)
Move to level that the child has made the most progress (maybe final /s/ for you) and work on increasing accuracy
End with a probe for other sounds or levels (maybe initial position for you).
Hope that helps!
Here are some articulation resources (I LOVE articulation, can you tell?)
Free Materials by Sounds
Artic Therapy Overview
Ultimate Articulation Resource for Teaching and Home Practice