Session #: 9168, Poster Board #437 Day/Time: Saturday, November 14, 2015, 9:30 AM - 11:00 AM Title: Using Musical Elements to Improve Speech Sounds Author: Mara E. Culp  

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I. Summary: An effective way for educational professionals to meet the needs of children with speech sound

disorders is by using inter-disciplinary strategies. This presentation provides SLPs knowledge about how music has been used to improve speech sounds and how they can use music to improve speech sounds for elementary-aged children. Suggestions for practice are given and examples of how music can be used at each treatment level are provided. II. Overview of learning outcomes: After the presentation, attendees will be able to…

1. Identify strategies to use music to improve speech sounds for children with speech sound disorders. 2. Identify and locate resources for using music to improve speech sounds. 3. Develop strategies to use music to improve speech sounds for children with speech sound disorders.

III. Defining and discussion of concepts:

1. Background a. Speech Sound Disorders (SSDs)

i. SSDs are very prevalent among school-aged children. Many students with SSDs are elementary-aged, mildly impaired, and in typical classrooms (ASHA, 2012; Mullen & Schooling, 2010), which may include music classrooms.

b. Music has been recommended for use in SLP sessions (Bauman-Wängler, 2008; Zoller, 1991) c. Connections between speech and music

i. Music and speech have similarities 1. Temporal elements: pitch, rhythm, timbre, dynamics, tempo, and

articulation (execution of sound) 2. Research has pointed to connections between shared processes in

behavior (aural discrimination) (Forgeard et al., 2008) 3. Neural processes that encode music may also encode speech (Hodges & Sebald,

2011) ii. Music has been effectively used to improve speech-related processes (Wicklund, 2010)

2. Rationale for using music in sessions a. Music has been effective in improving speech-related processes, through remediation

(Wicklund, 2010) and participation (Degé & Schwarzer, 2011). Further, using music may motivate children toward success by providing an interesting and engaging way to practice target sounds (Kilcoyne et al., 2014).

IV. Using concepts in day-to-day work: 1. Elements of music:

a. Pitch – appropriate singing range b. Rhythm –reflect speech patterns c. Timbre – “match-able”

d. Articulation – vary the style e. Dynamics – vary the volume f. Tempo – vary the speed

2. Ways to express music: a. Singing/Chanting b. Movement/Gestures c. Instruments

3. Some suggested activities that use musical elements: a. Animal, environmental, or nonsense sounds b. Call and response c. Continuation (fill in the blank) d. Child’s interests e. Child’s name

f. Games g. Karaoke Tracks h. Picturable activities i. As a reward

Session #: 9168, Poster Board #437 Day/Time: Saturday, November 14, 2015, 9:30 AM - 11:00 AM Title: Using Musical Elements to Improve Speech Sounds Author: Mara E. Culp  

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4. Locating resources (more are provided by following the QR code on the poster) a. Articles (practitioner) in speech-language therapy, music education, and music therapy

Zoller, M. B. (1991). Use of music activities in speech-language therapy. Language, Speech, and Hearing Services in Schools, 22(1), 272-276.

b. Articles (research) in speech-language therapy, music education, and music therapy El Mogharbel, C., Sommer, G., Deutsch, W., Wenglorz, M., & Laufs, I. (2006). The vocal development of a girl who sings but does not speak. Musicae Scientiae, 10(1 Suppl), 235-258. doi: 10.1177/102986490601000111

c. Books in speech-language therapy, music education, and music therapy Lim, H. A. (2012). Developmental speech-language training through music for children with autism spectrum disorders: Theory and clinical application. London; Philadelphia: Jessica Kingsley.

d. Presentations in speech-language therapy, music education, and music therapy Connections Between Language and Music: Using Music to Improve Speech Sounds and Collaborating with Music Educators by Mara E. Culp (Presenter)

e. Websites in speech-language therapy, music education, and music therapy Speech Therapy Songs: Music for Early Language and Speech Pathology Lessons from Songs for Teaching (website)

f. Other professionals in speech-language therapy, music education, and music therapy Attend (and present at) conferences Use discussion boards and social media Steps to establishing a successful collaboration with another professional

Step #1: Understand and Respect the Others’ Role Step #2: Establish a Connection Step #3: Create and Implement Shared Goals

5. Developing strategies: Considerations for incorporating music a. The child (e.g., interests, chronological age, speech goals) b. Elements of music (see above) c. Use quality resources (see examples above)

References in Handout

• American Speech-Language-Hearing Association. (2012). 2012 schools survey report: Caseload characteristics. Rockville, MD: American Speech-Language-Hearing Association.

• Bauman-Wängler, J. (2008). Articulatory and phonological impairments: A clinical focus (3rd ed). Boston, MA: Pearson Education, Inc.

• Degé, F., & Schwarzer, G. (2011). The effect of a music program on phonological awareness in preschoolers. Frontiers in Psychology, 2, 1-7. doi: 10.3389/fpsyg.2011.00124

• Forgeard, M., Schlaug, G., Norton, A., Rosam, C., Iyengar, U., et al. (2008). The relation between music and phonological processing in normal-reading children and children with dyslexia. Music Perception, 25(5), 383-390.

• Mullen, R., & Schooling, T. (2010). The national outcomes measurement system for pediatric speech-language pathology. Language, Speech, and Hearing Services in Schools, 41, 44-60.

• Hodges, D., & Sebald, D. (2011). Music in the human experience: An introduction to music psychology. New York: Routledge.

• Lim, H. A. (2012). Developmental speech-language training through music for children with autism spectrum disorders: Theory and clinical application. London; Philadelphia: Jessica Kingsley.

• Kilcoyne, S. C., Carrington, H., Walker-Smith, K., Morris, H., & Condon, A. (2014). Songs from the outback: The effectiveness of music in treating articulation disorders in children aged 2–5 years with cleft palate and velopharyngeal dysfunction. Perspectives on Speech Science and Orofacial Disorders, 24, 59-66. doi:10.1044/ssod24.2.59

• Wicklund, K. (2010). Singing voice rehabilitation: A guide for the voice teacher and speech-language pathologist. Clifton Park, NY: Delmar.

• Zoller, M. B. (1991). Use of music activities in speech-language therapy. Language, Speech, and Hearing Services in Schools, 22(1), 272-276.

Notes:

Session #: 9168, Poster Board #437 Day/Time: Saturday, November 14, 2015, 9:30 AM - 11:00 AM Title: Using Musical Elements to Improve Speech Sounds Author: Mara E. Culp

 References in Poster

1. American Speech-Language-Hearing Association. (2012). 2012 schools survey report: Caseload characteristics. Rockville, MD: ASHA.

2. Bauman-Wängler, J. (2008). Articulatory and phonological impairments: A clinical focus (3rd ed). Boston, MA: Pearson Education, Inc.

3. Zoller, M. B. (1991). Use of music activities in speech-language therapy. Language, Speech, and Hearing Services in Schools, 22(1), 272-276.

4. Mullen, R., & Schooling, T. (2010). The national outcomes measurement system for pediatric speech-language pathology. Language, Speech, and Hearing Services in Schools, 41, 44-60.

5. Forgeard, M., Schlaug, G., Norton, A., Rosam, C., Iyengar, U., et al. (2008). The relation between music and phonological processing in normal-reading children and children with dyslexia. Music Perception, 25(5), 383-390.

6. Hodges, D., & Sebald, D. (2011). Music in the human experience: An introduction to music psychology. New York: Routledge.

7. Degé, F., & Schwarzer, G. (2011). The effect of a music program on phonological awareness in preschoolers. Frontiers in Psychology, 2, 1-7. doi: 10.3389/fpsyg.2011.00124

8. Wicklund, K. (2010). Singing voice rehabilitation: A guide for the voice teacher and speech-language pathologist. Clifton Park, NY: Delmar.

9. El Mogharbel, C., Sommer, G., Deutsch, W., Wenglorz, M., & Laufs, I. (2006). The vocal development of a girl who sings but does not speak. Musicae Scientiae, 10(1 Suppl), 235-258. doi: 10.1177/102986490601000111

10. Wicklund, 2010 11. Kilcoyne, S. C., Carrington, H., Walker-Smith, K.,

Morris, H., & Condon, A. (2014). Songs from the outback: The effectiveness of music in treating articulation disorders in children aged 2–5 years with cleft palate and velopharyngeal dysfunction. Perspectives on Speech Science and Orofacial Disorders, 24, 59-66. doi:10.1044/ssod24.2.59

12. Culp, M. E., & Roberts, B. (2015, October 13). Collaborating with speech-language pathologists: 11 ways to use music to improve speech sounds. [Web log comment]. Retrieved from https://www.nafme.org/collaborating-with-speech-language-pathologists/

13. Lim, H. A. (2012). Developmental speech-language training through music for children with autism spectrum disorders: Theory and clinical application. London; Philadelphia: Jessica Kingsley.

14. Lim, 2012 15. Hemonder. (2015, March 25). Tag archives: Listening

map. (Web log comment). Retrieved from https://flsunshinemusic.wordpress.com/tag/listening-map/

16. Bauman-Wängler, 2008

 

 There are no financial or non-financial relationships to disclose for this presentation.

Suggestions for Practice: Ways to Incorporate Music12

Ways to Incorporate Music by Treatment Level

Stimulation

• Animal, etc. sounds

• Singing • “Sing” during an

unvoiced phoneme to stimulate its voiced cognate16

• Instruments • Matching

Phoneme

• Chanting • Phonemes in

rhythm • quietly, slowly,

disconnected • Movement

• Pat different parts of body while saying phonemes in rhythm • slowly, quickly

Word

• Singing/ Chanting • Play games that

interest the child and utilize: • Continuation • Picturable

words • Child’s name

Phrase/Sentence

• Singing/Moving/Chanting • Play games that

interest the child

•  (selections should have repetitive texts; SLP could help child vary the tempo, dynamics, & musical articulations)

Conversation

• Singing/Moving/ Chanting • Entire song/

activity/rap of child's choice • Karaoke tracks • Re-write lyrics • Reward

•  (selections should have longer texts; SLP could help child vary the tempo, dynamics, & musical articulations)

Pitch

How high or low a sound is

Rhythm A repetitive pattern

Timbre Sound quality in a particular voice or instrument Dynamics

Volume

Tempo Speed

Articulation

Character of the tone, controlled by changing attack/onset, release, and/or duration (e.g., connected vs. disconnected)

Elements

Singing & Chanting Chants and songs should contain target sounds, avoid assimilation, and/or reflect typical language organization13 and speech patterns. Selected tempos, dynamics, and musical articulations, should support successful speech articulation. Pictures of nouns containing target sounds can also be included.

Singing. Musically, singing is a “pitched” activity, executed in “singing voice.” Notes in songs should be primarily in the appropriate singing range for the child (e.g., middle C - A for K-2 students). Singing can also be accompanied by instrumental music.

Chanting. Musically, chanting is an “un-pitched” activity, executed in “speaking voice.” The timbre of the voice can be altered for stimulation or for variation in practice (e.g., a “mouse voice” or a “duck voice”). Chanting can also be accompanied by rhythm instruments (e.g., drums).

Movement/Gesture Connect gestures with specified speech sounds or words, while singing, chanting, or dancing.

Instruments

Play to stimulate targets, having children match the sound of the instruments (e.g., a maraca “sounds like” /t�/). Instruments can also accompany singing, chanting, and moving.

Ways of Expressing Music

Animal, Environmental, or Nonsense Sounds 

- Hissing snake = /s/ - Pirate “arrrr” = /�/ - “gapple” = /æ/

Call & Response Use songs/chants where one person says/sings a word/phrase (“call”) and the other repeats or responds (“response”) (e.g., “Cuckoo”).

Child’s Interests Incorporate favorite songs or types of music. Children can help re-write lyrics to provide more repetition, become more school appropriate, or include target sounds that tell personal stories.

Child’s Name

Sing child's name on a descending interval (e.g., tones in “uh oh”), chant the name, or use it in a continuation activity.

Continuation14

Chant/sing a familiar example, allowing space for the child to fill in words (e.g., “Mary Had a Little ____”).

Games

Play games that interest the child and are musical in nature (e.g., “Here We Go Looby Loo,” initial /l/)

Karaoke Tracks Change the words to a familiar activity and add a karaoke track (e.g., use a karaoke track for “Hokey Pokey” and substitute phonemes or target words, accompanied by photos).

“Picturable” Activities

When singing/chanting, include pictures of nouns. Pictures can be presented in ways that support musical understanding (e.g., listening maps).

Reward When children achieve, attempt, or accomplish a task, allow them to choose a music activity, song, or game from music class or home to play/do.

Suggested Activities

Considerations for Incorporating Music

1.  The Child •  Interest •  Chronological age •  Speech goals

2.  Elements of Music •  Pitch – appropriate singing range •  Rhythm – appropriate difficulty, reflect

speech patterns •  Timbre – “match-able” •  Dynamics – vary the volume •  Tempo – vary the speed •  Articulation – vary the style

3.  Use Quality Resources •  Books, articles, websites, professionals

References – Resources

http://www.MaraCulp.com

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Music (& Speech)

Timbre

Rhythm

Tempo

Artic-ulation

Pitch

Dynamics

Shared Temporal Elements

Mara E. Culp, The Pennsylvania State University

Background •  Speech sound disorders (SSDs)

are highly prevalent among children1

• Music has been recommended for use in SLP sessions2,3

Children with SSDs •  Elementary children in

typical classrooms4

• Articulation errors & phonological processes

•  Possibly one sound error

Music & Speech •  Shared temporal elements •  Shared behaviors5

•  Shared neural processes6

Music in Remediation •  Participation in music increased

phonological awareness7

• Music has been effectively used to improve speech-related processes8

•  Singing may stimulate speech sounds9

Rationale for Using Music •  Effective (in research)10

• Motivating/Engaging11

•  Provides interesting repetition

Note. Superscript numbers0 denote a reference that can be located by following the QR code in the reference section.