Assignment #4: Speech Target /p/ By: Robyn Black STAGE MODALITY STRATEGIES/TECHNIQUES MATERIALS

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1 Assignment #4: Speech Target /p/ By: Robyn Black Target phoneme: /p/ Manner: Plosive Description: A plosive is a speech sound produced by the closure of the oral passage followed by a release accompanied by a burst of air due to the buildup of air pressure. The invariant acoustic cues are a short period of silence followed by a burst. The characteristics of the burst may vary depending on the vowel that follows it. Firm contact between the tongue, lips, palate, or velum, are characteristic of plosives. They can be voiced or voiceless. They do not occur in the final position. Common articulation errors involve substituting a plosive for a stop. The /p/ phoneme in particular is a bilabial voiceless consonant, and the target behaviors required are easier compared to other consonant production requirements. It is produced by closing the velo-pharyngeal port, and arresting an unvoiced air stream behind closed lips. Then, the compressed breath stream is released with an audible plosion as the lips part. Common errors include voicing (b/p), frication (f/p or h/p), glottal stopping (?/p), Labiodental stopping (and exploded /f/), excess or insufficient plosion, or omission. detection requires hearing up to at least 500Hz. Identification requires hearing up to 2000Hz. It is a mid to high frequency soft sounding consonant. LESSON PLAN STAGE MODALITY STRATEGIES/TECHNIQUES MATERIALS Elicitation Tactile/Visual Tactile 1. Say sound and have child repeat. /p/. Start with whispered /p,p,p/ then contrast with /mmmm/ /p/p/p/. 2. Use a cracker and have child hold the cracker in mouth using both lips to demonstrate the bilabial sensation. Explain that this is how you form the sound /p/. 3. Place child s hand in front of teachers mouth, demonstrating the feeling of the plosion of breath stream as you produce a series of whispered /papapapapa/. Have child put their own hand in front of their mouth to duplicate the sensation. Cracker

2 Visual Stabilization Multiple Repetition Use /pa/. Stress that the vocal chords are silent. There is no sound vibration. 4. Use bubbles. Blow a bubble and have the child try to pop it by producing /p/. Can modify this using a tissue paper or pinwheel. 5. Word Discrimination: Help child hear the difference between the phonemes /p/ and /b/ using words pairs like pear or bear. Have picture cards and when you say a word, have the child point to the picture of the word you said. - Ex: Peas/bees; push/bush; bin/pin; pig/big. Have child produce /p/ using the three vowels /pi/, /pa/, /pu/ (front, mid, back), with variations in intensity and pitch (one cannot really work on duration with a plosive like this). 1. Reduplicated syllables: - Serial repetition of /p/ with same vowel. - Ex: /pipipipipi/ /papapapa/ /pupupupu/ /popopopo/ /paepaepae/ 2. Alternated syllables: - Keep consonant and change vowel. - Ex: /pipa/ /papu/ /pupi/ /popi/ /pepi/ /pipo/ 3. Recursive syllables: - Change consonant but keep same vowel. Vary placement of consonant according to where it is found in a word. In this Bubbles Picture cards Games like Connect Four, or Break the Ice, where the child gets to take a turn following correct repetition of teacher s prompt. Reward games: They get to shoot a little basketball into the net (mini set that is easily attached to a wall or surface). Angry birds on ipad. Hungry Hippo

3 Meaningful Practice case it is initial and medial position. Ex: /pata/ / dipi/ /pulu/ /pele/ /dapa/ - Change vowel and consonant varying manner and place. Ex: /pati/ /daipi/ /lupi/ /peita/ /dipi/ /peni/ /mopi/ 1. Go fish game using words with /p/ in initial and medial position. - Zipper - Toothpaste - Pizza - Pig - Pot - Diaper - Grasshopper - Piano - Pirate - Pie - Pencil - Pants Picture/word cards. 2. Complete the sentence with a word that has /p/ in initial and medial position. Teacher says sentence leaving a space for where the word will go. After child chooses a word they have to repeat the sentence in full. - Pam packed a for lunch. (Piece of pizza) - Pam packed her for the party. (Purse) - Peter posed for a. (Picture). - Pam put on her for bed. (Pajamas) - Pam liked to play. (pattycake) - Pam will the door for Peter. (Open) - Peter the penguin likes to over the fence. (hop) Written sentences on paper with blank for missing word. Picture/word cards for answer options.

4 SUPRASEGMENTAL: TEACHING PITCH - Read the book The Three Bears by Paul Galdone. Assign different pitches/tones for the different characters (low pitch for Papa bear, Higher (mid) pitch for Mama bear, and High pitch for Little bear). Read the story and emphasize the different pitches for each character. Have the child repeat certain lines imitating your pitch. Or, have manipulatives/pictures of each character, and when you say a line using a certain pitch, the child has to choose the correct toy or picture. Then child takes a turn and teacher or parent has to guess which character they are. - Question or statement? o Explain to the child/student that pitch helps create meaning for the things we say. It can help us understand the attitudes and emotions of the speaker and what they are trying to say. Tell him or her that a question has a higher pitch at the end, and a statement has a lower pitch. o Play a game where you say either a sentence or a statement and the child has to guess which one it is based on the pitch. - Teacher produces a high or low pitch sound and the child has to tell you if it was high or low. They can do this by reaching up high if they think you produced a high sound, or touch their toes if they think you produced a low sound. Then the child can take a turn producing a sound and the teacher can guess. Then you can extend this activity to repetition, incorporating longer intonation patterns and variations, and have the child repeat what you produced. Further extension could involve the teacher can producing a sentence with a particular intonation pattern (ex: question), and then ask the child to change the meaning of the sentence by changing the intonation pattern. - Have visual pictures of different pitch patterns (with lines that rise and fall). Teacher produces a pattern and the child has to choose which one it is. If they get it right, they can take their turn in a reward game that you may want to play.

5 References Foster, B. (2003). Early Articulation Roundup! Super Duper Publications. Ling, D. (1976). Speech and the hearing impaired child: Theory and practice. Washington, DC: The Alexander Graham Bell Association for the Deaf, Inc. Secord, W. (1981). Eliciting sounds: Techniques for clinicians. Columbus, Ohio: Charles E. Merrill Publishing Co