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User Manual - Learning Fundamentals

1. COGNITIVE REHABILITATION LocuTour Multimedia End User License Agreement PLEASE READ THIS DOCUMENT CAREFULLY BEFORE BREAKING THE SEAL ON THE ENCLOSED DISK ENVELOPE THIS AGREEMENT LICENSES THE ENCLOSED SOFTWARE TO YOU AND CONTAINS WARRANTY AND LIABILITY DISCLAIMERS BY BREAKING THE SEAL ON THE DISK ENVELOPE YOU ARE AGREEING TO BECOME BOUND BY THE TERMS OF THIS AGREEMENT IF YOU DO NOT AGREE TO THE TERMS OF THIS AGREEMENT DO NOT BREAK THE SEAL PROMPTLY RETURN THIS PACKAGE WITH THE UNOPENED ENVELOPE TO THE PLACE WHERE YOU OBTAINED IT FOR A FULL REFUND 1 Definitions a LocuTour Software means the software program included in the enclosed package and all related updates supplied by LocuTour Multimedia Inc b LocuTour Product means the LocuTour software and the related documenta tion and multimedia content such as animation sound graphics and all related updates supplied by LocuTour Multimedia Inc 2 License This agreement allows you to a Use the LocuTour software on a single computer at any one time b Make copies of the manual and distribute those copies 1 for use by personnel employed by you ii for use by your therapy children iii for use by other third parties provided the copies are distributed free of direct or indirect charges 3 Supplementary Licenses Certain rights are not granted under this Agreement but may be available under a separate agreement If you would like to enter into one of
2. sequences r sequences W sequences es consonant Pstvoc Cons Sing s z n l Liquid Singletons 1 r Page 17 E LocuTour IM ED u MULT COGNITIVE REHABILITATION Level 3 1 amp 3 syllables 2 amp 4 syllables 1 amp 3 syllables 2 amp 4 syllables Level 3 p b amp m n t d amp p b m n amp p b fis amp ud c qu amp t d Level 3 I seq amp es cons r sequences only w amp 1 sequences es cons amp w seq Level 3 s z amp n n amp s z l amp n Level 3 l singletons amp seq r amp l singletons LocuTour Multimedia The table below shows the groupings for Levels 3 and 4 Level 4 1 2 amp 4 syllables 1 2 amp 3 syllables 1 3 amp 4 syllables 2 3 amp 4 syllables Level 4 p b m n amp f s t d p b amp c qu m n p b amp f s f s t d amp m n c q t d amp f s Level 4 l seq es cons amp r seq 1 amp r sequences w l amp r sequences es cons w amp seq Level 4 s z n amp l n s z amp 1 l n amp s z Level 4 l single 1 seq amp r single r amp l singletons amp r seq 800 777 3166 Page 18 Objective How to Play Response Options Options Recording Options Game Results Groupings Rationale E LocuTour u MULTIM ED COGNITIVE REHABILITATION Qu Es Diferente What s Different 1 2 3 4 Syllables Prevocalic Consonant Singletons Consonant Se quences P
3. Click on the Show Answer button to have the computer complete the pattern for you Repeat the same game by clicking on the Repetir Repeat circular arrow button If you would like to move to the next screen without completing the pattern click on the right arrow The left arrow allows you to go back to the previous screen The up arrow key or the up arrow on the Volumen Volume button increases the volume and the down arrow decreases the volume H takes you to the Asistencia Help screen X allows a quick exit from the program The Imprimir Print button allows you to print the picture on a homework page Refer to the Me Gustan las Teclas I Like Keys insert for more keyboard shortcuts Solo Visual Solo Auditivo Auditivo y Visual Visual Cue Only Auditory Cue Only Auditory and Visual Cue Tiempo Desvanecerse R pido Regular Despacio Nunca Fade Time Fast Regular Slow Never This option controls the length of time the visual stimulus remains on the screen before fading away Recompensa Auditivo No Recompensa Auditory Reward No Reward Al Azar Secuencia Random Sequential Se Muestra las Pantallas en Espa ol Display the Menu in Spanish Display the Menu in English By Trial Group Level Correct Error and Average Time per Screen written as Tiempo on the screen because of space considerations but means Tiempo Promedio Hodson and Paden advocate the use of repeated presentations of words containing the target sounds at
4. move piece one down 2 move piece two down T repeat the target sound Page 24 LocuTour Multimedia 800 777 3166 Er LocuTour u MULTIMEDIA COGNITIVE REHABILITATION Me Gustan las Teclas Fonolog a en Espa ol I Like Keys Spanish Phonology Main Display Screen Commands that vary by game Cu l Sigue Patterns 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 pattern 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 Control and A choose auditory cue only Control and V choose visual cue only Control and B choose both auditory and visual cues Control and 0 choose visual cue to never fade Control and 1 choose fast fade time of visual cue Control and 2 choose regular fade time of visual cue Control and 3 choose slow fade time of visual cue Buscando Parejas 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 Control and D toggle between Display Cards after Error and Turn Cards Over
5. Children with phonological deficits 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 children 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 LocuTour Multimedia 800 777 3166 Page 13 Objective How to Play Patterns Response Options Options Game Results Rationale E LocuTour u MULTIM ED COGNITIVE REHABILITATION Cu l Sigue Patterns Training Level Level 1 Level 2 1 2 3 4 Syllables Prevocalic Consonant Singletons Consonant Sequences Postvocalic Consonant Singletons Liquid Singletons The child will remain attentive during an auditory bombardment treatment activity This game is designed to be used with earphones so before you sit down with the child 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 T
6. 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 Escoja el Trasero de las Tarjetas Choose Card Backs Change the card backs to one of 16 choices Se Muestra los Dibujos Se Toca los Sonidos Auditivos para las Dos Tarjetas Show Picture Play Word for Both Cards Se Muestra un Dibujo y Se Toca los Sonidos Auditivos Show One Picture and Play One Word Se Toca Solamente los Sonidos Auditivos para las Dos Tarjetas Play Word Only for Both Cards Se Muestra las Pantallas en Espa ol Display the menu in Spanish Display the menu in English By Trial Group Level Seconds Moves Completion Status After being exposed to the sound of the target the child 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 possible so as to reinforce the correct kinesthetic sensations Our experience has shown that a multi sensory approach to establishing place ment auditory perception and kinesthetic feedback on productions has been the most effective approach to improving phonological processing and correct speech production LocuTour Multimedia 800 777 3166 Grouping Rationale Syllables 1 2 3 Prevoc Cons Sing p b t d m n f s c qu Cons Seq
7. after Error Control and R toggle between Remove Cards after Correct and Continue to Display Cards after Correct Control and B choose card backs Qu Es Differente What s Different D display all of the remaining objects 0 repeat the screen T repeat the instruction to find the differences in the picture Page 25 LocuTour Multimedia 800 777 3166 Er LocuTour u MULTIMEDIA COGNITIVE REHABILITATION Read Me First Windows Installation Windows 95 98 2000 Put the CD in the computer Click on the Start button then choose Settings then Control Panels This will open a window with many control panels Look for one called Add Remove Programs and double click on it In the top portion of the Add Remove Window is a button labeled Install Click once on it It will put up a white bar with D SETUP EXE Where D may be a different letter depending on what your computer has labeled the CD ROM drive Click Finish to start installation of the hard disk portion of the LocuTour program During installation several prompts will appear Click on the appropriate button to continue installation When the installation program is finished you will have installed a pointer to the CD onto your hard disk To run the programs on the CD you will need to click on the Start button Then click on Programs then the LocuTour Shortcut folder then the game name A shortcut will also app
8. different in the other picture You can click on the picture to hear the sentence again Toggle between English and Spanish text by typing Option E Type the numbers 1 3 to hear the differences The clinician can track spontaneous and imitative verbal responses and whether these responses are Correct or Incorrect by clicking on Espont neo C or type Z Espont neo I or type A Imitar C or type C or Imitar I type I or E Repeat the screen you just finished by clicking on the Repetir Repeat circular arrow button this will clear the screen and begin again The up arrow key or the up arrow on the Volumen Volume button increases the volume and the down arrow decreases the volume H takes you to the Ayuda Help screen X allows a quick exit from the program The Imprimir Print button allows you to print the picture on a homework page Refer to the Me Gustan Las Teclas I Like Keys insert for more keyboard shortcuts Al Azar Secuencia Random Sequential Se Muestra las Palabras Frases y Oraci nes Esconde las Palabras Frases y Oraci nes Display the Words Phrases and Sentences Hide the words Phrases and Sentences Se Muestra las Pantallas en Espa ol Display the Menu in Spanish Use the mouse to click on the VCR like controls beneath two pictures 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 gra
9. production Monitoring and Self Monitoring How to Play Response Options Options Recording Options The child or clinician determines that the target sound has been produced correctly or incorrectly The clinician may want to indicate whether the response was produced spontaneously or imitatively Use the Record and Play features to record and listen to the child s production of the target The clini cian should alternate between the model and the child 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 child 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 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 Qu es Diferente What s Different offers many opportunities to practice carryover of target sounds into spontaneous speech The clinician chooses or assists the child in choosing the target sound from the menu screens The child listens to the stimulus and imitates it The stimulus will be
10. that are generally familiar and of interest to young children The speech pattern used on the SPI CD is very general in its presentation intended to reflect the phonological system of Spanish in its broadest sense as well as the facilitative form of presentation speech language pathologists typically use when working with their youngclients The speech is not intended to reflect a specific accent which might limit its application with some children However the bilingual speech pathologist paraprofessional or family member working directly with the child is encouraged to provide just such a sample of an accent which would be most consistent with the child s speech community Phonological Patterns Syllables Group 1 Group 2 Group 3 Group 4 Syllable Prevocalic Consonant Postvocalic Liquid Inclusion Consonant Sequences Consonant Singletons Singletons Singletons 1 Syllable Plosives l Clusters s z MN p b 2 Syllables Nasals r Clusters n Itl m n 3 Syllables Fricatives w Clusters Du 1 s 4 Syllables Velars es Consonant c qu Dialects Spanish speakers and Spanish English bilinguals in the U S are a heterogeneous group in terms of cultural and dialectal factors In 1990 58 of Hispanics in the U S were of Mexican descent 14 were from Central or South America 13 were Puerto Rican 6 were Cubans and 9 were classified as other Riquelme 1994 as cited in Roseberry McKibbin 1995 The linguistic dive
11. the supplementary licenses listed below please contact LocuTour a Site license You must enter into a site license if you wish to make copies of the LocuTour software for use on more than one CPU at a time or to run LocuTour Software on a network b Distribution License You must enter into a LocuTour distribution agreement if you wish to distribute LocuTour software For example distribution would include but is not limited to making copies of the software for your children for use outside of your offices 4 Restrictions You may not make or distribute copies of the LocuTour product or electronically transfer the LocuTour product from one computer to another or over a network except as described above You may not decompile reverse engineer disassemble or otherwise reduce the LocuTour software to human perceivable form You may not modify rent distribute or create derivative works based upon LocuTour software or any part thereof You will not export or reexport directly or indirectly the LocuTour product into any country prohibited by the United States Export Administration Act and the regulation thereunder 5 Ownership The foregoing license grants you limited rights to use the LocuTour Software Although you own the disk on which the LocuTour Software is recorded you do not become the owner of and LocuTour retains title to the LocuTour Soft ware and all copies thereof All rights not granted in this agreement are reserved by L
12. Andover Medical Publishers Blea I 1985 Nine ways of speaking a reflection of Chicano culture Journal of the Association for the Study of Perception 20 1 13 20 De Moragas Elvira general editor 1996 Larousse standard Spanish English English Spanish dictionary M xico Larousse Goldstein B 1995 Speech and language pathology an Hispanic focus San Diego Singular Goldstein B 1999 Cultural and linguistic resource guide for speech language pathologists San Diego Singular Gutierrez Clellen V 1999 Language choice in intervention with bilingual children American Journal of Speech Language Pathology 8 291 302 Hodson B amp Paden E 1991 Targeting intelligible speech a phonological approach to remediation 2 edition Austin TX Pro Ed Iglesias A amp Anderson N 1993 Dialectal variations In J Bernthal amp N Bankson Eds Articulation and phonological disorders 3 ed pp 147 161 New York Prentice Hall Kayser H Ed 1995 Bilingual speech language pathology an Hispanic focus San Diego Singular Kayser H 1998 Assessment and intervention resource for Hispanic children San Diego Singular Kohnert K Goldstein B amp Buteau C 1998 Phonological intervention with Spanish speaking children theory and practice Miniseminar American Speech Language Hearing Association convention San Antonio Kohnert K Scarry Larkin M amp Price E 2000 Spanish Phon
13. Escoja el Trasero de las Tarjetas Choose Card Backs Resultados Results Grupo Group S labas Syllables Categor a Category Dibujos Pictures Nivel Level Entrenamiento Training Segundos Seconds Pasos Moves Terminado Complete Espont neo Correcto Spontaneous Correct Espont neo Incorrecto Spontaneous Incorrect Imitar Correcto Imitative Correct Imitar Incorrecto Imitative Incorrect Alterado Distorted Tiempo Time meaning Average Time Promedio Average Correcto Correct V6 Error V6 Error Page 6 LocuTour Multimedia 800 777 3166 Page 7 Objective How to Play Response Options Recording Options Options ALL GAMES E LocuTour u MULTIM ED COGNITIVE REHABILITATION Uno Dos y Tres And a One Two Three One Syllable Two Syllables Three Syllables Four Syllables 1 2 Syllables 3 4 Syllables Mixed Syllables The child will indicate the number of syllables for an auditorally presented word The child listens to the word as it is pronounced and thinks about how many syllables are in that word Tf they click on the S labas Syllables button the word will be said in syllable chunks The child counts the number of syllable chunks and taps them out on the table or claps the number of syllable chunks They may use cut out felt squares on the table to help count the syllables When they click on the S labas button again they count the syllables to themselves to monitor an
14. MAY NOT APPLY TO YOU 9 Basis of Bargain The limited warranty exclusive remedies and limited liability set forth above are fundamental elements of the basis of the bargain between LocuTour and you LocuTour would not be able to provide the LocuTour Software on an economic basis without such limitations 10 Government End Users RESTRICTED RIGHTS LEGEND Use duplication or disclosure by the Government is subject to restrictions set forth in subparagraph c 1 ii of the Rights in Technical Data and Computer software cause at DFARS 52 227 7013 Manufacturer LocuTour Multimedia Inc 1130 Grove Street San Luis Obispo CA 93401 11 General This agreement shall be governed by the internal laws of the State of California This Agreement contains the complete agreement between the parties with respect to the subject matter hereof and supersedes all prior or contempora neous agreements or understandings whether oral or written All questions con cerning this Agreement shall be directed to LocuTour Multimedia Inc 1130 Grove Street San Luis Obispo CA 93401 Attn Licensing Department LocuTour Multimedia 800 777 3166
15. RAM there is sometimes not enough to load the entire sound and it hiccups First make sure all other applications are closed especially things like screen savers and virus checkers If that doesn t work then adding more RAM and getting a faster CD ROM will cure the problem Application quits unexpectedly Windows applications occasionally conflict with each other Try closing all other appli cations screen savers and virus checkers and see if the problem goes away If not try reinstalling the game The game plays for a few hours and then starts behaving erratically LocuTour games make extensive use of RAM sound and video capabilities After a few hours of play some machines get confused Shut down the entire machine and restart System Error Alert Box When Starting the Game When you click on the icon the program looks for the CD with the games on it If it sees a drive with nothing in it you will get the drive not ready message Click on the cancel button or put the CD in the drive Unknown Error when Recording The games must be started from the hard disk in order to record voices If an error occurs when you try to record or play back the sound then make sure that the game was started from the icon on the hard disk and not directly from the CD Errors when Recording Sounds take up a lot of room You will need 2 3 MB of hard disk space for general recording and will get an error message if that much is not available LocuT
16. TAB toggle between names fields RETURN record the names and return to main menu Page 22 LocuTour Multimedia 800 777 3166 Er LocuTour u MULTIMEDIA COGNITIVE REHABILITATION Me Gustan las Teclas Fonolog a en Espa ol I Like Keys Spanish Phonology Commands common on all Main Display Screens gt right arrow go to the next word left arrow go to the previous word up arrow increase the sound volume Y down arrow decrease the sound volume F return to the main screen 4 go to the Help Screen H go to the Help Screen Q or X exit quit the program O go to the Options screen Commands common on all Main Display Screens if the feature is present Control and R toggle between random and sequential Control and H toggle between displaying the text and hiding it Control and N go to the Enter Names Screen Control and P print the picture and homework Control and E toggle between Spanish and English in the word display field 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 T 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 Control
17. a 800 777 3166 1 syllable pez fish tren train pan bread gol goal rey king buey ox Juan John mal bad col cabbage luz light p b pato duck pelo hair pez fish pie foot pecho chest boca mouth beso kiss bota boot I clusters clavo nail plato plate flaco skinny globo balloon playa beach flor flower bloque block blanco white pluma feather planta plant flecha arrow Page 20 2 syllable pollo chicken nido nest vaca cow beso kiss mano hand nube cloud pato duck vela candle luna moon sopa soup LocuTour IM ED u MULT COGNITIVE REHABILITATION Fonolog a en Espa ol Spanish Phonology Word List Syllables 3 syllable payaso clown comida food zapato shoe tortilla tortilla pi ata pi ata pelota ball jirafa giraffe p jaro bird mu eca doll gallina hen Prevocalic Consonant Singletons Group 1 f s foca seal f tbol soccer ball feo ugly silla chair sopa soup cinco five seis six sube it goes up sapo toad cebra zebra cejas eyebrows t d m n tina bathtub mano hand taza cup mesa table tela web mono monkey dama lady nube cloud dedos fingers nido nest dos two nariz nose diez ten noche night ni a girl ni o boy Consonant Sequences Group 2 r clusters w clusters brazo arm fresa strawberry grillo cricket trapo rag
18. a low level of amplification This procedure has improved awareness of sound patterns in phonologi cally impaired children LocuTour Multimedia 800 777 3166 Page 14 Alternative I Alternative IT Alternative III up LocuTour u MULTIMEDIA COGNITIVE REHABILITATION The Phonological Production option Objective The child will practice selected phonological targets in the context of a patterning game With this activity the clinician selects the Solo Visual Visual Only option from the Opciones Options screen The child names each picture in the pattern until they come to the blank pink cards The child then picks up the next card in the sequence names it and drops it into the spot where it belongs The Auditory Memory and Sequencing option Objective The child will practice selected phonologi cal targets in the context of a patterning game with the Solo Auditivo Auditory Only option selected from the Opciones Options screen The child listens very carefully to the pattern and touches the empty box that matches each spoken word The child continues the pattern by picking up the picture that is next 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 Desvanecerse Fade option In this activity the clinician can choose a speed at which the pictures will disappear from the screen The clinician uses the Opcione
19. alabra Word button or the S labas Syllables button to hear the word or syllables and see them displayed on the screen Click on the Verificar la Respuesta Check Answer button to check your answer This will automatically move you to the next screen if you are correct Click on the Mostrar Respuesta Show Answer button if you would like the answer spoken and shown to you If you click on Show Answer and then Check Answer the computer will move to the next page but will not score the answer as correct The up arrow key or the up arrow on the Volumen Volume button increases the volume and the down arrow decreases the volume H takes you to the Asistencia Help screen X allows a quick exit from the program The Imprimir Print button allows you to print the picture on a homework page Refer to the Me Gustan las Teclas 1 Like Keys insert for more keyboard shortcuts Use the mouse to click on the VCR like controls beneath the Palabra Word or S labas Syllables buttons The round red button records your voice The red rectangular button stops the recording or the playback and the green triangular button plays the sound If the buttons are gray they are not available Se Va a la Pantalla Siguiente si ha Acertado Se Queda en la Misma Pantalla si ha Acertado Go to Next Screen if Correct Stay on Same Screen if Correct Al Azar Secuencia Random Sequential Se Muestra las Palabras Esconde las Palabras Display Words Hide Words Se Muestra
20. am uses the word globo for balloon included in liquid clusters However some children may use the word bomba to refer to this item The clinician is encouraged to exclude those items from training which are not consistent with the child s dialect In all cases there are a sufficient number of words which include the target phonological pattern so that the exclusion of one or more items will not compromise training For additional information on Spanish dialectal differences see Anderson amp Iglesias 1993 and Goldstein 1995 Note the word mal bad is a target in postvocalic singletons It is pictured as a child with wild clothes bad dresser because we wanted to avoid labeling a person bad Page 3 LocuTour Multimedia 800 777 3166 up LocuTour u MULTIMEDIA COGNITIVE REHABILITATION Cited References and Additional Resources American Speech Language Hearing Association Committee on Cultural Linguistic Differences and Disorders of Communication 1988 Pros and cons of the ELA Asha 31 80 81 American Speech Language Hearing Association Committee on Cultural Linguistic Differences and Disorders of Communication 1989 September The English language amendment Asha 80 81 Anderson P J amp Graham S M 1994 Issues in second language phonological acquisition among children and adults Topics in Language Disor ders 14 84 100 Battle D 1993 Communication disorders in multicultural populations Boston
21. and key then the Control key is acting like the shift key Press the Control key and while holding 1t down press the other key in the command Note Letters do not have to be upper case Page 23 LocuTour Multimedia 800 777 3166 Er LocuTour u MULTIMEDIA COGNITIVE REHABILITATION Me Gustan las Teclas Fonolog a en Espa ol I Like Keys Spanish Phonology Main Disply Screen Commands that vary by game iUno Dos y Tres And a One Two Three 1 move felt 1 down to the line 2 move felt 2 down to the line 3 move felt 3 down to the line 4 move felt 4 down to the line 5 move felt 5 down to the line 6 move felt 6 down to the line 0 move the felts back to their original positions A Check Answer L Show Answer put the felts on the Line W play the sound for the word Y play the sound for the syllables D scorethe pronunciation as distorted Control and C toggle between continuous and non continuous play Escuchar y Repetir Word Practice 1 play the sounds in the word 2 play the word spoken normally 3 play the phrase 4 play the sentence Sonidas Combinados Word Blending L play the word with a long pause between sounds B play the word with a some blending of the sounds W play the word normally L B and W will replay the screen if pieces have been moved 1
22. bruja witch fr o cold tren train gracias thank you bravo hurray tres three fruta fruit frijoles beans grande big crema cream drag n dragon cuento story fuego fire guante glove puente bridge buey ox puerco pig buena good LocuTour Multimedia 800 777 3166 4 syllable elefante elephant calabaza pumpkin mariposa butterfly limonada lemonade cacahuate peanut palomitas popcorn quesadilla quesadilla chocolate chocolate bicicleta bicycle mantequilla butter c qu queso cheese cama bed casa house cola tail caja box codo elbow come eat es consonant escoba broom espejo mirror esquina corner espalda back escucho I hear espanto spook estufa stove s z pez fish luz light l piz pencil manos hands pollos chicks cajas boxes botas boots monos monkeys l l piz pencil luna moon lodo mud lago lake le n lion lobo wolf leche milk lava wash leer read luz light Page 21 O u LocuTour MULTIMED COGNITIVE REHABILITATION Postvocalic Consonant Singletons Group 3 n pan bread cajon large box le n lion jab n soap Juan John tren train flan custard l gol goal mal bad miel honey col cabbage papel paper sal salt Liquid Singletons Group 4 r rana frog reloj watch reina queen rama branch risa laugh r o
23. correct will be 10 11 which is equal to 90 9 correct The purpose is to count the number of times the syllables are identified correctly The same is true for the CDI scoring The computer keeps track of the number of times you indicated that the word was said correctly distorted or incorrectly over the total number of attempts at producing the word There is no limit to the number of attempts at correct production for each page This task requires the ability to attend to a complex auditory stimulus analyze the sound segments and holding this analysis in memory perform a motor response It also requires an appreciation of sound segments the ability to link sound and symbol and the motor ability to represent this informa tion spatially Alternative Uses for the And a One Two Three Game Central Auditory Processing Disorder Dyslexia Memory Disorders Recent research indicates that phonemic processing is critical to auditory processing of connected speech This game allows for auditory processing of speech sounds at the syllable and word levels using the Syllable and Word buttons This segmentation of the word allows the listener to process the phonemic units that make up the word imitate the units record their production and play back their speech to self monitor Self correction and self monitoring are the first steps in automatic integrated auditory processing and accurate verbal expression This game is appropriate for childre
24. d self correct When they are sure they pull down the colored squares and place one on the line for each syllable that is counted The child can always pull down the colored squares then click on S labas Syllables to recheck their work Touch screen Touch the colored square and drag it to the line below Drag one colored square for each syllable chunk Touch the Palabra Word button or the S labas Syllables button to hear the word or syllables and see them displayed on the screen Touch the Verificar la Respuesta Check Answer button to check your answer This will automatically move you to the next screen if you are correct Touch the Mostrar Respuesta Show Answer button if you would like the answer spoken and shown to you If you touch Show Answer and then Check Answer the computer will move to the next page but will not score the answer as correct Keyboard The number keys 1 4 correspond to a colored square If you type a the first colored square moves down etc Type W for Word or Y for Syllable to hear the word or syllables and see them dis played on the screen Type A for the Check Answer button to check your answer This will automati cally move you to the next screen if you are correct Type L for the Show Answer button to have the blocks display on the Line and hear the word spoken in syllable chunks Mouse Click on a colored square and drag it to the line below Drag one colored square for each syllable chunk Click on the P
25. e last game by clicking on the Repetir Repeat circular arrow button If the cards don 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 either the right arrow or the Repetir Repeat circular arrow button The up arrow key or the up arrow on the Volumen Volume button increases the volume and the down arrow decreases the volume H takes you to the Asistencia Help screen X allows a quick exit from the program The Imprimir Print button allows you to print the picture on a homework page Refer to the Me Gustan las Teclas I Like Keys insert for more keyboard shortcuts LocuTour Multimedia 800 777 3166 Options Game Results Rationale Page 16 TM uW LocuTour u MULTIMEDIA COGNITIVE REHABILITATION Se Muestra las Tarjetas Despu s de Error Se Voltea las Tarjetas Despu s de Error 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 Se Contin a Mostrando las Tarjetas Despu s de Acertar Se Retira las Tarjetas Cuando Hayas Acertado Continue to Dis play Cards After Correct Remove Cards After Correct
26. e student says the target to keep a running tally of accuracy Use the mouse to click on the VCR like controls beneath the Escucha al Sonido Listen to the Sound button The round red button records your voice The red rectangular button stops the recording or the playback and the green triangular button plays the sound If the buttons are gray they are not available Al Azar Secuencia Random Sequential When the random option is chosen the pictures display in a randomly chosen order They will continue to play in this order for subsequent trials at the same level To reset the random sequence start a new trial by clicking on the large button above the level buttons or start by pressing the spacebar Option R will toggle the random feature on and off Lower case letter names 30 Lower case sounds 46 Alphabet in Sequence 6 International Pho netic Alphabet 30 By Trial Category Correct C Distorted D and Incorrect I and Average Time written as Tiempo on the screen because of space considerations but means Tiempo Promedio This task is intended for students in Rancho Levels VII and above and requires the ability to attend to an auditory stimulus This task is designed to prepare the student for letter and word recognition tasks found on other LocuTour games This game establishes the rules for consonant and vowel sounds utilized in the other LocuTour games that have been translated into Spanish LocuTour Multimedi
27. ear on the desktop Important You can run the program directly from the CD by clicking on the exe files on the CD but you may not be able to record voices You must have the CD in the computer for the program to run Recording Voices You can use the VCR like controls in the program to record voices if your sound card supports recording You may have to adjust the default settings of the sound card with the sound card s control panels If you cannot record from within a LocuTour program first check that the sound input is set to microphone and not to CD Then check that you are using the correct type of microphone and that it is in the correct jack Finally use the sound card s recording program to do a test recording and to adjust the default settings if necessary Page 26 LocuTour Multimedia 800 777 3166 Page 27 Er LocuTour u MULTIMEDIA COGNITIVE REHABILITATION Troubleshooting Windows General Many problems will go away by simply shutting down the computer for 15 seconds and then restarting Sound Xtra not found Sound recording requires that a folder called Xtras be located in the same directory as the exe file for the game If you have uninstalled a game it may have erased this folder Use the setup utility to reinstall the game Sounds play fine but occasionally hiccup The CD will run in 8MB of RAM for Windows 3 1 and slightly more for Windows 95 but it likes to have more When running with a minimum of
28. g the framework of potential SPI targets we can compare the patterns of syllable inclusion and postvocalic consonant singletons In SPI considerable attention is given to the training of words with 2 3 and 4 syllables For all children who speak Spanish the acquisition of multiple consonant vowel sequences within the same word syllable inclusion is critical for overall speech intelligibility This is because the average length of words is significantly longer in Spanish than in English In contrast the relative role in overall speech intelligibility for postvocalic consonant singletons is somewhat less in Spanish than in English That is the canonical syllable shape in English is CVC and a child s ability to mark the syllable closure with a consonant saying hat instead of ha greatly increases the listener s ability to understand her In contrast to this default CVC syllable shape for English the canonical syllable shape in Spanish is CV In fact there are only 5 consonant sounds in Spanish which can occur in the postvocalic consonant singleton position s n 1 d r Thus for all Spanish speaking children the consistent production of multiple syllables as well as prevocalic consonant singletons and consonant sequences will have a relatively greater impact on overall speech intelligibility than will the production of postvocalic consonant singletons See also dialectal considerations Page 2 LocuTour Multimedia 800 777 3166 E LocuT
29. h screen or mouse to select the Pausa Larga Long Pause Pausa Corta Short Pause or Palabra Word button to hear the target word spoken You may also select a response by typing L for Long Pause B for Short Pause letters that make sense are already used and W for Word Clicking on any of the three buttons allows you to replay the current screen When you are finished with a screen click on the right arrow button 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 Volumen Volume button increases the volume and the down arrow decreases the volume H takes you to the Asistencia Help screen X allows a quick exit from the program The Imprimir Print button allows you to print the picture on a homework page Refer to the Me Gustan las Teclas 1 Like Keys insert for more keyboard shortcuts LocuTour Multimedia 800 777 3166 Page 12 Options Recording Options Patterns Screens Game Results Rationale TM uW LocuTour u MULTIMEDIA COGNITIVE REHABILITATION Al Azar Secuencia Random Sequential Se Muestra las Palabras Frases y Oraciones Esconde las Palabras Frases y Oraciones Display the Words Phrases and Sentences Hide the Words Phrases and Sentences Se Muestra las Pantallas en Espa ol Display the Menu in Spanish y Display the Menu in English Use the mouse to click on the VCR like controls on either side of t
30. he child listens as the computer speaks the pattern When the computer stops at the empty pink cards the child must figure out how the pattern should continue The child 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 child clicks on the Verificar la Respuesta Check Answer button If all of the cards have been correctly placed in the pattern the computer will play a reward sound then 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 child to correct the pattern You can stop the speech by clicking on the screen Words can be selected from five target patterns 1 2 3 or 4 syllables prevocalic consonant singletons group 1 consonant sequences group 2 postvocalic consonant singletons group 3 and liquid single tons group 4 We thought it would be easier for a therapist or teacher to tell her students to work on group 3 rather than tell them to work on postvocalic consonant singletons The students will be able to find the group numbers easily The prevocalic consonant singletons pattern includes words beginning with p b t d m n f s and c qu k Consonant sequences include 1 clusters r clusters w clusters and es consonant Postvocalic consonant singleton choices are s z n and 1 Finally the liquid single tons are and r
31. he 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 four target patterns prevocalic consonant singletons Group 1 consonant sequences Group 2 postvocalic consonant singletons Group 3 and liquid singletons Group 4 The prevocalic consonant singletons target pattern includes words beginning with p b t d m n f s and c qu k Consonant sequences include l clusters r clusters w clusters and es consonant Postvocalic singleton consonant choices are s z n and l Finally the liquid singletons are 1 and r The clinician may choose to mix sounds within a pattern by clicking on the Mezcla Mixed button Colorful drawings for each target word one word picture per screen There are between seven and eleven screens for the prevocalic singletons e g t d has seven target words f s has eleven Postvo calic singletons have from six to eight screens Consonant cluster screen numbers vary from seven to fifteen and each liquid singleton has 10 screens By Trial Target Pattern and Phoneme s Number of Spontaneous Correct and Incorrect Productions Number of Imitative Correct and Incorrect Productions Number of Pictures Viewed and Average Time per Screen written as Tiempo on the screen because of space considerations but means Tiempo Promedio
32. honics program Cued Speech programs and the authors own ideas Cues should be individualized for each child Some children appear to require more auditory input while others rely on visual or tactile feedback Good clinical judgement in this area is vital Parents and paraprofessionals should be taught which type of cuing works best and use it as necessary It is also important to remember that the goal of cueing is to use just enough to facilitate progress and to eventually fade it away Visual Cues Hand gestures oral posturing of a specific phoneme and use of the phonological cards are all forms of visual cuing that the authors have found beneficial to the facilitation of specific phonemes and processes Visual Phonics Communication Arts Inc 1981 is a program designed to teach young deaf children to speak It incorporates a written symbol and a hand gesture with each phoneme The authors have found these signs quite beneficial in the elicitation of phonemes with speech delayed children The following are some adaptations of these hand gestures coupled with their corresponding phonemes These are especially useful in facilitating pre vocalic consonants consonant clusters and liquids It should be emphasized that these gestures are always produced along with the simultaneous oral posturing of the phoneme by the clinician as part of the overall cue Gestures are not used alone In this way the child is afforded the opportunity to use tw
33. las Palabras Frases y Oraciones Esconde las Palabras Frases y Oraciones Display the Words Phrases and Sentences Hide the Words Phrases and Sentences Se Muestra las Pantallas en Espa ol Display the Menu in Spanish Display the Menu in English 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 LocuTour Multimedia 800 777 3166 Page 10 Patterns Screens Game Results Rationale E LocuTour u MULTIM ED COGNITIVE REHABILITATION Words can be selected from four target patterns prevocalic consonant singletons Group 1 consonant sequences Group 2 postvocalic consonant singletons Group 3 and liquid singletons Group 4 The prevocalic consonant singletons target pattern includes words beginning with p b t d m n f s and c qu k Consonant sequences include l clusters r clusters w clusters and es consonant Postvocalic singleton consonant choices are s z n and 1 Finally the liquid singletons are and r The clinician may choose to mix sounds within a pattern by clicking on the Mezcla Mixed button There are colorful drawings for each target word one word picture for each of the 123 screens The target group prevocalic consonant singletons has between seven and eleven scree
34. las Pantallas en Espafiol Display the Menu in Spanish Display the Menu in English The target word will always be given in Spanish To see what the English equivalent is type control and letter E Type the same again to get back to the Spanish word Use the Options button to choose the language for the menu screens game screens help screens and prompts to the child e g Let s check it for an incorrect response All screens will be in the language of the main menu The clinician may change the language from the Help screen by clicking on the language button This will change the language on all screens The target sounds and sentences will always be in Spanish LocuTour Multimedia 800 777 3166 Page 8 Game Results Scoring Rationale E LocuTour u M ULTIM ED COGNITIVE REHABILITATION By Trial Category Correct Distorted Incorrect Syllables Correct and Average Time written as Tiempo on the Spanish screen because of space considerations but means Tiempo Promedio When the answer is correct C the computer will count it as correct When incorrect I the computer will count it as wrong If you get the answer incorrect and then fix your error the computer will count that as one correct and one incorrect response thus giving you a score of 5096 If for example on a sequence of 10 you make an error on 1 picture correct it and move on to the next one your score will be one error with 10 correct Your percent
35. m LOCUTOUR J MULTIMEDIA COGNITIVE REHABILITATION Fonologia en Espanol Tratamiento Spanish Phonology Intervention by Kathryn Kohnert PhD CCC SLP Assistant Professor Department of Communication Disorders University of Minnesota Twin Cities Campus with Marna Scarry Larkin MA CCC SLP and Elizabeth Price MA CCC SLP E LocuTour u MULTIM ED COGNITIVE REHABILITATION Spanish Phonology Intervention Fonolog a en Espa ol Tratamiento Uno Dos y Tres And A One Two Three Escuchar y Repetir Word Practice Sonidos Combinados Word Blending Cu l Sigue Patterns jBuscando Parejas Match Ups Qu Es Diferente What s Different The CD Rom based program Spanish Phonology Intervention and the activities on Spanish Phonology Picture Cards and Carryover Activities are based on the research and clinical experiences described below The beginning of both manuals is the same then specific information regarding the computer or carryover activities is provided Language minority children are the fastest growing segment of the U S population According to the 1990 census one of every seven children of school age in the U S spoke a language other than English at home Between 1980 and 1990 the population of language minority children of school age increased by 41 while the total U S school enrollment declined by 4 Although literally hundreds of languages are spoken through out the U S Spanish ranks
36. muli 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 LocuTour Multimedia 800 777 3166 up LocuTour u MULTIMEDIA COGNITIVE REHABILITATION n Buscando Parejas Objective How to Play Patterns Response Options Page 15 E ES magm Match Ups Six Cards Twelve Cards Twenty four Cards Forty eight Cards 1 2 3 4 Syllables Prevocalic Consonant Singletons Consonant Sequences Postvocalic Consonant Singletons Liquid Singletons The child will attend to the auditory stimuli presented auditory bombardment and practice target words while making use of a verbal rehearsal strategy to complete the game The clinician assists the child in choosing the target sound and one of the four difficulty levels Please see Targets The child then turns over one card by clicking on it with the mouse The child hears the picture labeled 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 child chooses the next card or clicks on the arrow at the bottom left corner of the screen The child ma
37. n learning to read or those with reading and spelling difficulty Refer to the LocuTour Guide to Letters Sounds and Symbols in Spanish for more information about spelling and pronunciation rules Transfer activity Use the homework pages to practice copying the word and spelling new sentences If the child copies the word from the computer screen to a word list they are also developing shifting attention visual perceptual and motor sequencing skills Requiring forward and backward repetition of the syllables in the words can help those with short term memory problems and sustained and shifting attention difficulties Use felt squares on the table to anchor the syllables in sequence For example the word elefante would be represented by four felt squares one for each syllable Have the child repeat the word syllable by syllable forward touching one felt square as each syllable is spoken Then ask the child to say the syllables backward te fan le e touching each felt from right to left to match the syllables spoken This is a fun but difficult memory task LocuTour Multimedia 800 777 3166 Page 9 Objective E LocuTour u MULTIM ED COGNITIVE REHABILITATION Escuchar y Repetir Word Practice Prevocalic Consonant Singletons Consonant Sequences Postvocalic Consonant Singletons Liquid Singletons The child will see a picture hear it labeled record their imitation of the stimulus and judge the accu racy of
38. n performs an action tactile or any motions that the child performs himself that gives kinesthetic feedback Syllable inclusion is the process most facilitated by tactile cues All other processes may be cued kinesthetically if the child is taught to perform the appropriate phoneme gestures mentioned above Syllable Inclusion Hopping clapping gently tapping the child s knuckles arm or knee or stamping feet for each syllable are beneficial ways to facilitate this process Auditory Cues The clinician should provide frequent models of the target words throughout therapy sessions emphasizing the target process in each word Syllable inclusion may be facilitated in an additional way by tapping a hand or stomping a foot audibly Occasionally breaking up a word may help to facilitate production as the child is able to hear each phoneme with more emphasis This is usually accomplished in the form of an audible pause between the target phoneme and the rest of the word Glossary of Options and Results Opciones Options A Azar Random Secuencia Sequential Esconde las Palabras Hide words Se Muestra las Palabras Display Words Se Muestra las Tarjetas Despu s de Error Display Cards After Error Se Voltea las Tarjetas Despu s de Error Turn Cards Over After Error Se Retira las Tarjetas Cuando Hayas Acertado Remove Cards After Correct Se Contin a Mostrando las Tarjetas Despu s de Acertar Continue to Display Cards After Correct
39. ns for individual target sounds e g t d has seven target words f s has eleven Postvocalic singletons have from six to eight screens Consonant cluster screen numbers vary from seven to fifteen and each liquid singleton has 10 screens By Trial Target Pattern and Phoneme s Number of Spontaneous Correct and Incorrect Productions Number of Imitative Correct and Incorrect Productions Number of Pictures Viewed and Average Time per Screen written as Tiempo on the screen because of space considerations but means Tiempo Promedio 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 Escuchar y Repetir Word Practice the child must process auditory information at the sound syllable phrase and sentence levels with imitative or spontaneous expressive phonological production LocuTour Multimedia 800 777 3166 Page 11 Objective up LocuTour u MULTIMEDIA COGNITIVE REHABILITATION Sonidos Combinados Word Blending Prevocalic Consonant Singletons Consonant Sequences Postvocalic Consonant Singletons Liquid Singletons The child 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 M
40. o types of visual stimuli at the same time Prevocalic Consonant Singletons Plosives p and b the right hand is held near the mouth fingers touching and facing outward then flicked forward to indicate a plosive sound t and d the right index finger is held under the right thumb then flicked upward to indicate the tongue tapping the alveolar ridge and the stopped quality of the sound Nasals m the right hand is held near the mouth with palm down fingers touching thumb then extends forward to indicate the continuance of the sound with the lips together n the first two fingers of the right hand meet with thumb and extend from the mouth forward to indicate the continuance of the sound with the tongue touching the alveolar ridge Fricatives f the right hand faces the mouth fingers and thumb together with fingers flicking off of the thumb upward and outward s the right hand moves forward in a wavelike motion to indicate the continuance of the phoneme as well as representing a snake which makes a hissing sound Velars k and g the ASL gesture for C taps the throat quickly to indicate the back placement of the sound and the stopped nature of the production Consonant Sequences These processes are facilitated by gesturing both phonemes within the cluster Initial A Clusters 1 cue following the gesture for whichever phoneme precedes it e g p 1 k l AM move the right index finger d
41. ocuTour 6 Limited Warranties a LocuTour warrants that for a period of ninety 90 days from the date of deliv ery i the LocuTour Software will perform in substantial conformance with the documentation supplied as part of the LocuTour product and ii that the media on which the LocuTour Software is furnished will be free from defects in materials and workmanship under normal use EXCEPT AS SET FORTH IN THE FORE GOING LIMITED WARRANTY LOCUTOUR DISCLAIMS ALL OTHER WAR RANTIES EITHER EXPRESS OR IMPLIED INCLUDINGTHE WARRANTIES OF MERCHANTABILITY FITNESS FOR A PARTICULAR PURPOSE AND NONINFRINGEMENT IF APPLICABLE LAW IMPLIES ANY WARRANTIES WITH RESPECT TO THE LOCUTOUR PRODUCT ALL SUCH WARRANTIES ARE LIMITED IN DURATION TO NINETY 90 DAYS FROM THE DATE OF DELIVERY No oral or written information or advice given by LocuTour its deal ers distributors agents or employees shall create a warranty or in any way in crease the scope of this warranty b SOME STATES DO NOT ALLOW THE EXCLUSION OF IMPLIED WAR RANTIES SO THE ABOVE EXCLUSION MAY NOT APPLY TO YOU THIS WARRANTY GIVES YOU SPECIFIC LEGAL RIGHTS AND YOU MAY ALSO HAVE OTHER LEGAL RIGHTS WHICH VARY FROM STATE TO STATE 7 Exclusive Remedies a Your exclusive remedy under Section 6 is to return the LocuTour Product to the place where you acquired the product with a copy of your receipt and a de scription of the problem LocuTour will use reasonable commercial efforts to sup
42. ology Intervention San Luis Obispo CA LocuTour Multimedia Kohnert K amp Buteau C 2000 Spanish Phonology Picture Cards and Carryover Activities San Luis Obispo CA LocuTour Multimedia Langdon H amp Cheng Li Rong L Eds 1992 Hispanic children and adults with communication disorders assessment and intervention Gaithersburg MD Aspen Owens R 1991 Language disorders a functional approach to assessment intervention New York Macmillan Roseberry McKibbin C 1995 Multicultural students with special needs practical strategies for assessment and intervention Oceanside CA Academic Communication Associates U S Bureau of the Census 1995 Statistical abstract of the United States 115 edition Washington D C Department of Commerce U S Bureau of the Census 1990 Statistical abstract of the United States Washington D C Department of Commerce U S Bureau of the Census 1996 The hispanic population in the United States In Current population reports Washington D C Government Printing Office Yavas M 1998 Phonology development and disorders San Diego Singular Page 4 LocuTour Multimedia 800 777 3166 E LocuTour u MULTIM ED COGNITIVE REHABILITATION Using Cues The following visual auditory and tactile kinesthetic cues have proven to be useful in facilitating children s productions of the target processes Many of these ideas are taken from American Sign Language the Visual P
43. one of the following the word with the target sound pronounced separately Separado button the word spoken naturally Palabra but ton the word in a phrase Frase or in a sentence Oraci n The child may listen to the stimulus again by clicking on the appropriate button Use the VCR like buttons to record the child 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 Espont neo C or type Z Espont neo I or type A Imitar C or type C or Imitar I type I or E Use the touch screen or mouse to select the Separado Separation Palabra Word Frase Phrase or Oraci n Sentence button to hear the stimulus By typing the number 1 2 3 or 4 you will select the stimulus corresponding to the button Separado 1 Palabra 2 etc When you are finished with a screen click on the right arrow button or use the right arrow key to move to the next screen The eft arrow allows you to repeat the previous screen The up arrow key or the up arrow on the Volumen Volume button increases the volume and the down arrow decreases the volume H takes you to the Ayuda Help screen X allows a quick exit from the program The Imprimir Print button allows you to print the picture on a homework page Refer to the Me Gustan las Teclas 1 Like Keys insert for more keyboard shortcuts Al Azar Secuencia Random Sequential Se Muestra
44. onitoring How to Play Response Options The child 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 child s production of the target See Recording Options on the next page The clinician should alternate between the model and the child 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 child 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 by 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 Qu es Diferente What s Different offers many opportunities to practice carryover of target sounds into spontaneous speech The clinician chooses or assists the child in choosing the target sound from the menu screens Please see Patterns on the next page for an explanation of the groups The child then sees two b
45. ostvocalic Consonant Singletons Liquid Singletons The child will practice target patterns in spontaneous speech The clinician helps the child select the target pattern from the menu screen Please see Patterns on page 14 The game screen shows two pictures There are always three changes between picture 1 and picture 2 NOTE 1 If an object changes color size or shape between picture 1 and 2 click on the object in either picture 2 If an object changes location click on the object in either picture 3 If an object appears in only one of the pictures click where the object is or was and 4 If an object changes to a different object altogether click on the object in either picture When the child clicks on a differ ence the object will be circled and the corresponding difference in the second picture will be circled in the same color The frame around the first picture will be highlighted and the computer will describe the difference Then the frame around the second picture will be highlighted and the computer will describe the corresponding difference The differences will remain circled as the child chooses another one Take the opportunity to click again on the difference and listen to the computer describe it You may wish to talk about it and record the child s production While the computer is talking about one picture click anywhere except right on the picture to stop the speech This allows the child to tell what s
46. our u MULTIM ED COGNITIVE REHABILITATION Postvocalic consonant singletons are however included in the current program for a very specific purpose to facilitate the acquisition of skills across languages in the child who is learning English as well as Spanish The developing bilingual child clearly needs to learn the range of phonological patterns present in both languages Although the relative role of each pattern will be different across the two languages it may be that targeting skills in the child s stronger language such as final s in Spanish to denote plurality as in las botas the boots may generalize to the acquisition of postvocalic consonant singletons in English For assistance in choosing the most appropriate patterns see Goldstein 1995 Yavas 1998 Yavas amp Goldstein 1998 For a discussion of cross language transfer in treatment with developing bilinguals see Gutierrez Clellen 1999 In selecting the words in which to train each of these phonological targets careful consideration was given to the facilitative nature of the surround ing phonetic environment Specifically a targeted sound s position in a word as well as the other sounds present in that word can either help or hinder production Hodson amp Paden 1991 In SPI the lexical items included for each phonological pattern were chosen to be maximally facilita tive for most children In addition words were chosen which represent objects and concepts
47. our Multimedia 800 777 3166 Page 28 TM uW LocuTour u MULTIMEDIA COGNITIVE REHABILITATION Read Me First Macintosh Installation Put the CD in the computer Drag the icons to a folder on your hard disk Note You must put the Xtras folder in the same folder as the program icon Important You can run the program directly from the CD by clicking on the icon on the CD but it may be a bit slower You must have the CD in the computer for the program to run Recording Voices You can use the VCR like controls in the program to record voices If you have been playing music CDs you may have to adjust the input setting from CD to microphone If you still cannot record voices check that you are using the correct type of microphone and that it is in the correct jack Older Macintoshes use a round microphone that records at mic level while newer ones use a powered microphone They are not interchangeable Unknown Error when Recording The games must be started from the hard disk in order to record voices If an error occurs when you try to record or play back the sound then make sure that the game was started from a copy of the program on the hard disk and not directly from the CD Errors when Recording Sounds take up a lot of room You will need 2 3 MB of hard disk space for general recording and will get an error message if that much is not available LocuTour Multimedia 800 777 3166 Page 29 up LocuTour u MULTIMEDIA
48. own and toward the mouth in a hook motion to indicate continuance of the sound and placement of the tongue at the alveolar ridge Initial r Clusters r cue following the gesture for whichever phoneme precedes it e g b r f r r ASL gesture for R beginning at lips and extending forward to indicate rounding of lips and continuance of sound Initial w Clusters w cue following the gesture for whichever phoneme precedes it e g b w k wl f w w ASL gesture for W beginning at the lips and extending forward to indicate rounding of the lips and the continuance of the sound Abutting Consonants es Consonant Singleton s cue preceding the gesture for whichever phoneme follows es e g es p es k s the right hand moves forward in a wavelike motion to indicate the continuance of the phoneme as well as representing a snake which makes a hissing sound Page 5 LocuTour Multimedia 800 777 3166 E LocuTour u M ULTIM ED COGNITIVE REHABILITATION Prevocalic Liquid Singletons Initial 1 move the right index finger down and toward the mouth in a hook motion to indicate continuance of the sound and placement of the tongue at the alveolar ridge Initial r ASL gesture for R beginning at lips and extending forward to indicate rounding of lips and continuance of sound Tactile Kinesthetic Cues These include any cues that the child can feel as the clinicia
49. oxes contain ing parts of the target word The target sound is always in its own box the rest of the word is in the other box The child or clinician clicks on one of the three 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 child will hear the target word produced with the length of pause chosen and will see two lines on which to place the pieces of the word The space between the lines corresponds to the pause length The child 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 child 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 text box Once all of the sounds are in place have the child 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 Espont neo C or type Z Espont neo I or type A Imitar C or type C or Imitar I type I or E Use the touc
50. ply you with a replacement copy of the LocuTour Software that reasonably conforms to the documentation or to provide a replacement for the defective me dia as appropriate LocuTour shall have no responsibility with respect to LocuTour Software that has been altered in any way or where the nonconformance arises out of use of the LocuTour Software in conjunction with software or hardware not supplied with LocuTour or with respect to any media damaged by accident abuse or misapplication b As your exclusive remedy in the event of a breach of the limited warranty LocuTour may refund to you your purchase price for the LocuTour product 8 Limitation of Damages a LOCUTOUR SHALL NOT BE LIABLE FOR ANY INDIRECT SPECIAL INCIDENTAL OR CONSEQUENTIAL DAMAGES INCLUDING DAMAGES FOR LOSS OF BUSINESS LOSS OF PROFITS OR THE LIKE WHETHER BASED ON BREACH OF CONTRACT TORT INCLUDING NEGLIGENCE PRODUCT LIABILITY OR OTHERWISE EVEN IF LOCUTOUR OR ITS REP RESENTATIVES HAVE BEEN ADVISED OF THE POSSIBILITY OF SUCH DAMAGES AND EVEN IF A REMEDY SET FORTH HEREIN IS FOUND TO HAVE FAILED OF ITS ESSENTIAL PURPOSE b LocuTour s total liability to you for actual damages for any cause whatsoever will be limited to the greater of 500 or the amount paid by you for LocuTour Software that caused such damages c SOME STATES DO NOT ALLOW THE LIMITATION OR EXCLUSION OF LIABILITY FOR INCIDENTAL OR CONSEQUENTIAL DAMAGES SO THE ABOVE LIMITATION OR EXCLUSION
51. r the monolingual Speech Language Pathologist to both plan and monitor phonological treatment for her bilingual clients With the SPI CD the consis tent quality of phonological input can be maintained across a variety of practice partners including Spanish speaking paraprofessionals and family members The phonological patterns included in SPJ were selected as a result of careful consideration of information from four primary sources 1 the available literature on phonological development in various Spanish speaking populations Goldstein 1995 2 our own clinical experience as well as that of our students and colleagues who have worked with many Spanish speaking children with speech delays 3 the characteristics of the Spanish language itself in terms of the frequency of occurrence of sounds and patterns and 4 the recent recommendations of experts in the field regarding the selection of intervention targets when working with bilingual children Yavas amp Goldstein 1998 The cumulative information from each of these four sources led to the inclusion of five broad categories of phonological patterns as well as eighteen subcategories The phonological patterns included in the CD are summarized in the following chart The skilled professional will be able to choose from these patterns to design an instructional program that is tailored to the needs of each child In order to illustrate how these four sources of information were used in developin
52. re for the clinician teacher The student listens to the voice and watches the screen then repeats the name of the letter or the sound of the letter Click on the right arrow button or use the right arrow key to move to the next screen Click on the Escucha al Sonido Listen to the Sound button to listen to the sound letter name or alphabet sequence again The up arrow key or the up arrow on the Volumen Volume button increases the volume and the down arrow decreases the volume H takes you to the Ayuda Help screen X allows a quick exit from the program The Imprimir Print button allows you to print the picture on a homework page Refer to the Me Gustan Las Teclas 1 Like Keys insert for more keyboard shortcuts Monitoring and Self Monitoring Recording Options Options Screens Game Results Rationale The student or clinician can determine if the student s target sound production should be scored Cor rect C Distorted D or Incorrect I Use the Record and Play features to record and listen to the student s production of the target Alternate between the model and the student s recorded productions Stress the importance of the concept that Contrast aids perception Listen for the samenesses and differences between the two productions Have the student monitor her own speech and determine accuracy using the CDI button Compare the student s perception of accuracy with your own You may use the CDI button each time th
53. river red net rey king rata rat rueda wheel LocuTour Multimedia 800 777 3166 Er LocuTour u MULTIMEDIA COGNITIVE REHABILITATION Me Gustan las Teclas Fonolog a en Espa ol I Like Keys Spanish Phonology Commands common to Level Selection Screens O go to the Options screen F finish the program P go to the Help Screen H go to the Help Screen TAB choose the level for the practice session Control and TAB change the pattern group in Patterns and Match Ups 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 Q or X exit quit the program Results Screen Control and P print the results page Control and T toggle between keyboard shortcuts on and off F quit the program M return to the Game Menu Screen 4 go to the Help Screen H go to the Help Screen P print the results page Options Screen Control and R toggle between random and sequential Control and H toggle between displaying the word and hiding it Control and N go to the Enter Names Screen go to the Help Screen H go to the Help Screen D or RETURN return to main menu Help Screen D or RETURN return to main menu Names Screen
54. rsity among Spanish speakers is reflected primarily at the phonologic and lexical levels e g Blea 1985 Goldstein 1995 Iglesias amp Anderson 1993 For example in some dialects of Spanish the presence of postvocalic consonant singletons is further reduced Specifically word final s is deleted in many coastal dialects of Spanish so that dos two is pronounced do and pues well becomes pue These omissions clearly do not constitute speech errors when they are consistent with the production patterns of the individual s speech community and therefore would not be an appropriate focus of treatment This potential variability must be considered in our attempts to delineate the parameters of normal skill in Spanish English bilinguals as well as in selecting which phonological patterns to treat and which reflect dialectal differences rather than a disorder It is also important to consider regional and dialectal differences in selecting the appropriate context for facilitating phonological targets At the lexical level for example guagua refers to a bus in many Cuban dialects whereas in many Mexican dialects guagua indicates a certain type of insect In developing SPI a conscious effort was made to include lexical items which are familiar to a broad range of young Spanish speaking children However there may be some items in SPI which are not consistent with a child s dialect or experience For example this progr
55. s Options screen to select the fade time R pido Regular Despacio Nunca Fade Time Fast Regular Slow Never The child will see the pictures and hear their labels then the pictures will disappear and the child 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 Auditivo y Visual Auditory and Visual stimulus presentation has been selected the default the pattern will disappear after the pic tures have been named If Solamente Visual Visual Only stimulus presentation has been selected the pattern will be displayed for a fixed amount of time before disappearing In Desvanecerse R pido Fast Fade 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 Desvanecerse Normal Regular Fade the pattern is displayed for 12 seconds long enough to read the pattern but not long enough to necessarily finish the pattern In Desvanecerse Despacio 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 picture decod ing Auditory stimuli can be presented concurrently or independently The default mode of Desvanecerse Nunca Never Fade always presents the auditory sti
56. second only to English In fact the United States is currently the fifth largest Spanish speaking country in the world U S Bureau of the Census 1996 with more than 20 million speakers Children of Spanish speaking immigrants typically learn Spanish as their first language in the home with the systematic learning of English beginning at school age Based on the epidemiological studies done with monolingual English speaking children we can anticipate that there will be similar rates of speech and language delays in these children from homes in which Spanish is spoken Children with speech and language delays must receive treatment in their primary language in order for it to be maximally effective in this case Spanish Goldstein 1999 Gutierrez Clellen 1999 Speech Language Pathologists are thus responsible for providing appropriate services to Spanish speaking children with speech and language delays in unprecedented numbers Unfortunately effective treatment of this population is hampered by a fundamental lack of appropriate clinical resources In addition there are few bilingual clinical professionals relative to the increasing demand for their services Spanish Phonology Intervention SPI was developed as a first step in filling this tremendous need for comprehensive intervention programs for Spanish speaking children with phonological delays An important benefit of the computer interactive format of the SPI program is that it provides a means fo
57. y hear the picture labeled again by clicking on the picture The child continues to uncover pictures and find matching pairs until all of the matches have been found The child will then be given the option of choosing a skill level and playing another game The cards will be automatically reshuffled unless the child chooses to play the same game over by clicking on the repetir replay circular arrow button Please see Options for more ways to play this game The first screen is the menu screen It indicates the groups available syllables group 1 prevocalic consonant singletons group 2 consonant sequences group 3 postvocalic consonant singletons and group 4 liquid singletons From these broad patterns the clinician or child chooses the desired specific targets These tar gets have been grouped by manner of production Please see Grouping Rationale Each target has enough pictures for Levels 1 and 2 To have enough pictures for Levels 3 and 4 targets are combined within phono logical patterns whenever possible When there are not enough pictures in one pattern targets from two patterns are combined After choosing a target grouping the clinician or child chooses a level of difficulty by double clicking on the Level 1 2 3 or 4 button 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 th
58. y they are not available By Trial Category Number of Spontaneous Correct and Incorrect Productions Number of Imitative Correct and Incorrect Productions Number of Pictures Viewed and Average Time per Screen written as Tiempo on the screen because of space considerations but means Tiempo Promedio This game is designed to be played after the child has become proficient at the sentence level for a target pattern which includes several target sounds For example the target pattern prevocalic conso nant singletons includes the target sounds p b t d m n f s and c qu Qu Es Diferente includes scenes to reinforce spontaneous production of all target sounds included on this CD Although the phonological approach is intended to treat highly unintelligible children and does not necessarily include carryover activities to the sentence level this game was included for those clini cians 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 therapeu tic package LocuTour Multimedia 800 777 3166 Page 19 Objective How to Play Response Options E LocuTour u M ULTIM ED COGNITIVE REHABILITATION ABC ABC What s My Name What s My Sound What s My Alphabet What s My IPA Symbol The student will repeat letter names or letter sounds after the voice stimulus The IPA AFI symbols a

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