Concurrent Approach (Ch.8)

Question 1

III. CONCURRENT APPROACH (lecture notes only—not text)**

• SLPs don’t have to use traditional hierarchy
• First establish sound in __________ and CV, VC combos—__% accuracy
• Then, mix it up in tx!

CSHA Dr. Steve Skelton

•If we vary the response ___________ in each tx session, Ch will make ________ gains than if we just go up the hierarchy like a ladder

Answer 1

III. CONCURRENT APPROACH (lecture notes only—not text)**

• SLPs don’t have to use traditional hierarchy
• First establish sound in isolation and CV, VC combos—80% accuracy
• Then, mix it up in tx!

CSHA Dr. Steve Skelton

•If we vary the response topography in each tx session, Ch will make greater gains than if we just go up the hierarchy like a ladder

Question 2

Dr. Skelton: ACTIVITIES AND IDEAS FOR ELICITING AT LEAST 150 PRODUCTIONS PER GROUP SESSION

• Kids take own ______
• ____________ (“say it with your voice turned off”) while other students taking their turns
• Tally counters ► challenge students to get to 150+ productions
• Post _________ ► individual/group competition**
• Create ___________–students do something different every minute or so while practicing sounds
• E.g., one ch on whiteboard, one putting puzzle together, one lying on floor, one using flashcards at table
• Then you yell “switch!”
• Ask students to create cards with creative ideas for more interesting drill
• They draw card, practice sound the way card says
• E.g., “Say /r/ 10 times by itself while you are doing jumping jacks.”**
• “Say at least 3 sentences with /s/ while you draw a picture on the whiteboard.”
• “Say ‘the’ while you are doing hopscotch”
• Echo microphone**
• Puppets, costumes
• Roll a dice or draw number from envelope to determine how many productions they have to make

Answer 2

Dr. Skelton: ACTIVITIES AND IDEAS FOR ELICITING AT LEAST 150 PRODUCTIONS PER GROUP SESSION

• Kids take own data
• Subvocalize (“say it with your voice turned off”) while other students taking their turns
• Tally counters ► challenge students to get to 150+ productions
• Post charts ► individual/group competition**
• Create stations–students do something different every minute or so while practicing sounds
• E.g., one ch on whiteboard, one putting puzzle together, one lying on floor, one using flashcards at table
• Then you yell “switch!”
• Ask students to create cards with creative ideas for more interesting drill
• They draw card, practice sound the way card says
• E.g., “Say /r/ 10 times by itself while you are doing jumping jacks.”**
• “Say at least 3 sentences with /s/ while you draw a picture on the whiteboard.”
• “Say ‘the’ while you are doing hopscotch”
• Echo microphone**
• Puppets, costumes
• Roll a dice or draw number from envelope to determine how many productions they have to make

Question 3

OTHER IDEAS FOR CENTERS**

• Read books or stories with target sound
• Hula hoops
• Jump rope
• Create stories with flip books
• Put stickers or stamps on a paper
• Legos
• Kick a ball
• Blocks
• Put Bingo chips into jar
• Pick up sticks
• Blow bubbles