Articulation III: Vowels + R and R Clusters
Contents
1. ow LocuTourR ul MULTIMEDIA COGNITIVE REHABILITATION ABC 123 What s My Name What s My Number What s My Sound What s My IPA Symbol The client will repeat letter names numbers letter sounds and IPA Symbol sounds after the voice stimulus The client listens to the voice and watches the screen then repeats the name of the letter the name of the number the sound of the letter or the sound of the IPA symbol Click on the Next button to move to the next screen Clicking on the right arrow or pressing on the right arrow key moves you to the next screen without recording a correct or incorrect response The left arrow allows you to repeat the previous screen The up arrow key or the up arrow on the volume button increases the volume and the down arrow de creases the volume If you turn the volume off you can scroll faster through the pictures using the right or left arrow keys H takes you to the Help screen X allows a quick exit from the program The Print button allows you to print the picture on a homework page Refer to the J Like Keys insert for more keyboard shortcuts Use the mouse to click on the VCR like controls beneath the 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 Random By Trial Category Correct Distorted In2. Objective How to Play Response Options Options ow LocuTourR ul MULTIMEDIA COGNITIVE REHABILITATION Articulation III Vowels R and R Clusters The client will see a picture hear it labelled record their imitation of the word sounds phrase or sentence and determine accuracy of the production Monitoring and Self Monitoring The client or clinician can determine if the target sound has been produced Correctly C Incorrectly I or Distorted D Use the Record and Play features to record and listen to the client s production of the target Alternate between the model and the client s recorded words Stress the importance of the concept that Contrast aids perception Listen for the samenesses and differences between the two productions Have the client monitor their own speech and determine accuracy using the CDI button Compare the client s perception of accuracy with your own You may use the CDI button each time the client says the target word to keep a running tally of accuracy Transfer activities can include writing on the homework sheets and recording new phrases and sentences for the target word These recordings cannot be saved but can be repeated at the time of recording Generalization can be practiced through 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 h
3. ard drive to save the file temporarily The clinician will assist the client in choosing a target sound or target sound cluster The client will listen to the word as it is pronounced and try to replicate the sound or sound cluster The client may listen to the word again by clicking on the Word button Use the VCR like buttons to record their voice They may click on the Sounds button to listen and imitate the word segmented into individual phonemes When there is accuracy at the phoneme and single word level the client can use the Phrase button to hear the word used in a phrase or abbreviated sentence After listening carefully the client will repeat the phrase Then the client will click on the Sentence button to hear the word used in a sentence The client will repeat the sentence and may say another sentence using the word Phonological Processing The client may click on the Exaggerated button to hear the word pro nounced with the target phoneme or cluster exaggerated Focusing on the processing and imitation of phonemes as presented on the Sounds button can develop central auditory processing of speech sounds a difficult task for those with Central Auditory Processing Disorder CAPD Extensive practice imi tating sequencing and representing each sound with a colored block or felt will help to improve reading and spelling skills Use the touchscreen or mouse to select the Word Sounds Phrase Sentence or Exaggerated button to hear the targ
4. correct and Average Time This task is intended for clients in Rancho Level VII and above and requires the ability to attend to an auditory stimulus This task is designed to prepare the client for letter number and word recognition tasks found on other LocuTour games This game establishes the rules for consonant and vowel sounds utilized in the other games This game is appropriate for children and adults learning language pre reading and math skills or those with reading and spelling difficulty This game can also help develop pronunciation skills with those individuals learning English as a second language
5. deselect a group by clicking on it to turn off its highlight When you have finished your selection click on the Play Game button at the bottom of the screen All of the words in the groups that you have highlighted will be displayed when the game is played They will play approximately from left to right starting on page 1 and moving to page 6 There are a total of 572 photographs The 76 groups are of uneven sizes Some categories are used more frequently in English so there are more words for practice By Trial Category Correct Distorted Incorrect and Average Time This task requires the ability to attend to a series of complex auditory stimuli analyze the sound seg ments and imitate these sounds in sequence It requires auditory processing at the sound syllable phrase and sentence levels with imitative or spontaneous expressive articulatory production The R CD has two major categories They are r controlled vowels and r clusters Speech is practiced primarily with commonly used words that contain r The less common words were chosen for conso nant location and vocabulary development We tried to order the words from easiest to hardest but as you know word difficulty depends on the individual client We chose the following easy to hard hierarchy s s blend 1 r Ir rl Sound segmentation is based on the LocuTour Guide to Letters Sounds and Symbols We used the Webster s New Collegiate Dictionary as our reference for pr
6. e also developing shifting attention skills visual perceptual and motor sequencing skills Vocabulary Development While this CD series is titled Articulation there is no reason why it could not be used for language therapy Choose the button labelled All and from the options page choose Random to get words from each category This is a fun way to build receptive and expressive language skills We tried to incorpo rate pictures from around the world to help develop general fund of knowledge about people places and things Auditory Memory and Working Memory Aphasia Therapy Requiring forward and backward repetition of the words phrases and sentences can help those with short term memory problems sustained and shifting attention difficulties Use felt squares on the table to anchor the sounds in sequence I have used this process of backward repetition to increase the amount of information a client can hold in working memory The process of forward repetition can teach the compensatory strategy of reauditorization If you can develop your internal tape re corder you have a chance to replay and thus comprehend auditory information The pictures in this CD can be used to stimulate conversational speech check auditory comprehension and practice repetition naming writing and reading skills Use the record features to make your own cueing strategies The program is designed to present a speech model at the sound w
7. et word spoken By typing the numbers 1 2 3 4 or 5 you will hear the sound correspond ing to the Word 1 Sounds 2 etc When you are finished with a screen click on the right arrow 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 volume button increases the volume and the down arrow decreases the volume If you turn the volume off you can scroll faster through the pictures using the right or left arrow keys H takes you to the Help screen X allows a quick exit from the program The Print button allows you to print the picture on a homework page Refer to the I Like Keys insert for more keyboard shortcuts Random Sequential Hide Words Display Words Lock Finish Button Always Finish Speech Allow Interrupt Lower Sound Quality Play Sound and Go to Next Picture Choose First Speech Stimulus 1994 98 John Scarry and Marna Scarry Larkin For information on other LocuTour Multimedia products call 800 777 3166 or 805 544 0775 Categories Screens Game Results Rationale Word Selection Pronunciation Color Highlights OW LocuTourR ul MULTIMEDIA COGNITIVE REHABILITATION Random on Words and pictures appear in random order within a group Random off Words and pictures are ordered within a group from easy to hard Hide Words Choose this option to hide the word phrase and sentence Option H will toggle the hide
8. ication deficits related to TBI often include dysarthria auditory and reading comprehen sion problems anomia and pragmatic language disorders In a small group setting the CD can be used to present a stimulus and allow the individuals to practice turn taking appropriate conversation and topic maintenance It is possible to use the recording features for feedback and self monitoring on perseverative responses inappropriate laughter swearing and off task responses Use of the Sequen tial presentation option allows the clinician to present the same stimuli each day As the client progresses the variability for responses can be increased by using the Random option Repeating the words phrases and sentences forward and backward on a level at which your client is 85 successful will develop working memory short term memory skills and mental flexibility I always use felt squares to anchor the words Dysarthria and Apraxia Auditory feedback is critical for self monitoring of dysarthric speech The pictures were chosen for content phonemic complexity and picturability The screen was designed to allow printed and or auditory stimuli An Apraxic client may prefer to have the words displayed and use the Word and Phrase buttons for self paced imitative speech practice The Dysarthric client may choose to practice sounds in words phrases and sentences for improved intelligibility Most clients can practice on their own or with an assista
9. native was easier to produce Grayed out letters meant that the sound was silent as in kn wr gn ight mb Il ff gg ck etc Some notice for spelling irregularities was made by highlighting the sounds that did not play fair belonged together or needed special notice I dubbed these notice me letters and used the color maroon to highlight them e g ate ph tch dge ce ge ti ci si eo etc If a vowel combination did not play fair as listed in the Guide then these vowels were highlighted ow LocuTouR ul MULTIMEDIA COGNITIVE REHABILITATION Alternative Uses for the Articulation CD Program Central Auditory Processing Disorder Recent research indicates that phonemic processing is critical to auditory processing of connected speech This CD allows for auditory processing of speech sounds at the phoneme level using the Sounds button This slow 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 pro cessing and accurate verbal expression Literacy Development and Dyslexia This game is appropriate for children and adults learning to read or those with reading and spelling difficulty The gray colored letters indicate the silent letters such as kn gh mb rh mn gn and ck The e rule allo
10. nt Use of the CDI button will allow the client to keep track of their perception of the accuracy of reproduction of the stimulus The comparison of their perception of intelligibility and your perception of intelligibility can be insightful when planning therapy goals Em Lecu Tour ul MULTIMEDIA COGNITIVE REHABILITATION I Like Keys Articulation Main Screens gt right arrow go to the next word left arrow go to the previous word up arrow increase the sound volume down arrow decrease the sound volume Option and R toggle between random and sequential Option and H toggle between displaying hiding the text Option and N go to the Enter Names Screen Option and P print the picture and homework F return to the main screen go to the Help Screen H go to the Help Screen R exit quit the program R record the word S stop recording the word P play back the word C score the pronunciation as correct D score the pronunciation as distorted E or I score the pronunciation as incorrect error 1 play the sound for the word 2 play the sound for the sounds 3 play the sound for the phrase 4 play the sound for the sentence 5 play the sound for the exaggerated target sound in word Note If the shortcut says Option and key then the Option key is acting like the
11. onunciation and in general we chose the most common pronunciation if there was more than one choice There were exceptions to this general rule based on my knowledge of stimulating articulation For example yel low is most effectively taught as a three syllable word ee el oe but is pronounced yellow once learned The syllable breaks most often coincide with the dictionary syllabification rules When they don t the breaks were chosen to facilitate sound production For example the words cylinder and calendar are broken cyleineder and caleenedar in the dictionary We chose to break them as cyelineder and caelenedar to facilitate temporal processing The client has more time for correct placement of the 1 with our syllable breaks Understanding that though this is an r concentrated CD clients may still be struggling with other phonemes The rule for exaggeration was to elongate the target sound or sounds for imitation during the initial stages of therapy As for the way I talk I was born in Pennsylvania have lived in Ohio Georgia Maryland Washington D C and five cities in California I know my speech does not represent the entire country but does approximate the Midwestern American Dialect Usually in a doubled consonant the first consonant was grayed out and the second consonant was pronounced e g wal let Once again if this was not done it was decided that the alter
12. ord phrase and sentence levels You can record your own It s a phrases sentence completion or phonemic cue sentences for individualized cueing The record feature will allow several minutes of recording but will not save the recording when you move to the next page ow LocuTouR ul MULTIMEDIA COGNITIVE REHABILITATION Right Hemisphere Syndrome The treatment of Right Hemisphere dysfunction includes visual scanning reading writing speech intonation perception of affect comprehension of humor idioms metaphors and logic The pictures can be used as a launching point for describing the details of visual images such as color size shape number smell taste sound perspective movement mood and background The main idea of the picture can be identified to assist with focusing on relevant stimuli and ignoring irrelevant details One extension activity that can be used is to have the individual tell what could happen next The individual will need to understand the gestalt of the picture story before making their own extension sentences or inferring meaning from the picture Questions such as What was the dog doing and Why do you think he might be feeling that way encourage them to tell brief stories These can be taped using the recording feature and played back to allow some processing of their own speech You could track topic maintenance or appropriateness of responses Traumatic Brain Injury The commun
13. shift key Press the Option key and while holding it down press the other key in the command Windows users should press the Control Key Em Lecu Tour ul MULTIMEDIA COGNITIVE REHABILITATION Menu Screen O go to the Options screen F Finish the program go to the Help Screen H go to the Help Screen RETURN start or continue the practice session without resetting the counter or the random number generator and to replay the words in the that were selected using the Choose Words button SPACEBAR start the practice session and reset counters and the random number generator Results Screen F quit the program M return to the Main Screen go to the Help Screen H go to the Help Screen P page setup Option and P print the results page Options Screen Option and R toggle between random and sequential Option and H toggle between displaying the word and hiding it Option and N go to the Enter Names Screen Option and H go to the Help Screen D or RETURN return to main menu Help Screen D or RETURN return to main menu Names Screen TAB toggle between names fields RETURN record the names and return to main menu ABC 123 Game The keys for And a One Two Three will work with ABC 123 Objective How to Play Response Options Recording Options Options Game Results Rationale Alternative
14. word display word while on the screen to allow auditory memory practice or decoding practice Always Finish Speech Choose to prevent the client from interrupting the computer s speech model Lower Sound Quality Choose if you re running out of space on the hard drive Play Each Sound then go to the Next Picture Computer will play all five models then go to the next picture automatically Options Page 2 The password to get to Page 2 is options Choose Picture Sets Choose groups of words and save the choices for future use Lock Finish Button Choose to prevent the client from ending program before the clinician is ready First Speech Stimulus Clinician can choose what the client will hear when the picture comes up This includes having the client hear nothing unless a button is clicked The main screen has four predefined categories to choose from L clusters R Clusters S clusters and Other clusters with other letters There are also eight buttons that the clinician can use to define and save categories for later use Select groups of words for these buttons from Options page 2 The password to get to Page 2 is options You may also choose groups of words by clicking on the Choose Words button Clicking on this button takes you to the first of six screens for choosing word groups Click on the button for the word group or groups that you wish to practice in this session Use the arrow keys to move to the next or previous screen You can
15. ws the letter e to jump over one sound b t th ch sh m etc or one letter never tt or bb etc to make the vowel say its name Silent e is highlighted in the color maroon For example the vowel sound in cape says ae but the spelling is cape not caep We teach that the e jumps over and bops the a on the head to make him say his name This single rule the e rule can make a huge difference in a person s ability to sound out new words Other rules that can be taught include the c and g rules Any spelling book has a description of these rules but in essence c followed by i e or y says its sound s otherwise c says k pencil ice bicycle coat cap etc g followed by i e or y can say the sound j engine package gym but doesn t have to It can say its sound g give get etc The sh sound can be spelled many different ways such as ti carnation or ci musician We used the maroon color to highlight what we call notice me sounds These are sounds that don t quite play fair and need to be noticed for spelling or pronunciation Refer to the LocuTour Guide to Letters Sounds and Symbols for more information about spelling and pronunciation rules Transfer activity Use the homework pages to practice copying the word and spell ing new sentences If the client copies the word from the computer screen to a word list they ar
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