Single Word Screening… · 10/14/2017 2 Course Agenda-Single Word Ear Training •Introduction:...

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Learn to listen for student’s correct productions

Entire World of RSingle Word Screening EAR Training Course

© 2017 Say It Right. All Rights Reserved.

Developed and Written by Christine Ristuccia, M.S. CCC-SLPWith Consultation and Edits by Leslie J. Dulay, M.A. CCC-SLP

Welcome to Ear Training Course

Objectives

• Increase SLP’s listening skills to identify correct, incorrect and approximate productions of /r/ in all contexts.

• Identify student’s strengths to use as a starting point for /r/ intervention.

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Say It Right, LLC

• This handout is for reference only. It may not include content identical to the PowerPoint.

• Any link included in the handout are current at the time of the live webinar, but are subject to change and may not be current at a later date.

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Say It Right, LLC

• Need assistance or technical support?

• Click on technical support at the top of the course registration page.

• Email: Help.commpartners.com

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Financial Disclosure

• I am the owner of Say It Right and the author of The Entire World of R.

Ear Training Course Utilizing the Single Word Screening: Learner Outcomes• 1). Participants will list out the 4 categories of /r/.

• 2). Participants will list out visual and auditory behaviors that occur during unnatural /r/ productions.

• 3). Participants will list the 6 steps involved in the ear training screening process.

• 4). Participants will list the two differences between the traditional /r/ approach versus the phonemic approach (how /r/ sounds).

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Course Agenda-Single Word Ear Training

• Introduction:

• All about /r/

• Scoring

• Ear training video and production feedback

• Summary

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Screening Tools For Single Word Screening

• Single word screening sheet

• Picture card (or a self cut out card) to show the student

• Correctly produced (“key” word sheets)


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5 Steps In the Single Words Screening Process

1. Show student cards/Have them read the picture cards

2. Have them say the word

3. Score the productions on single word screening sheet

4. Write correct words on key word list-student correct productions

5. Write goals and objectives –if student qualifies for speech


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Process Overview:The Phonemic Approach to /r/

Stage 1Finding “Key” words

Tools Used:

Single Word Screening

Advanced Screening

Elicitation Probe

Stage 2Finding Customized

Targets – the most ideal set of words to practice.

Stage 3Practice

Stage 4Carryover

After Finding “Key” words (correctly produced words)

Ear training and screeningfocuses on

Stage 1 & 2 andprovides techniques

for finding keywords and assessment

techniques.


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Phonemic Approach Screening Overview

Administer Single Word Screening

Stage 2Finding Customized

TargetsTools Used:

Book of Elicitation Techniques

Administer Advanced Screening

Administer Elicitation Probe

If Find > 5 “Key” words, move on to Stage 2

If can’t find 5 “Key” words “correct productions”administer the

Advanced ScreeningIf still can’t find 5 “Key”

words “correct productions” administer

the Elicitation Probe

The following screenings assess over 900 sounds.

Four main categories of /r/

Prevocalic

R Blends

Vocalic

RL© 2017 Say It Right. All Rights Reserved.

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There Are 32 /R/ Allophones

Prevocalic

/r/

AR

Initial

AR

Medial

AR

Final

AIR

Initial

AIR

Medial

AIR

Final

EAR

Initial

EAR

Medial

EAR

Final

IRE

Initial

IRE

Medial

IRE

Final

ER

Initial

ER

Medial

Stressed

ER

Medial

Unstressed

ER

Final

OR

Initial

OR

Medial

BR

KR

DR

GR

THR

SHR

FR

STR

PR

SPR

Medial &

Final

RL

OR

Final

TR

Many unique

/r/’s to consider!


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Treat Each of the 32 /r/ Allophones as separate Sounds

• Many of the /r/ allophones have 3 word positions

• Work on only word position at a time and treat each word position as a separate sound.

• For some reason, students may be able to produce one word position, but not the others.


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6 6 Categories of Vocalic /r/


[er]Ernie

buttercup

feather

[or]Orville

corn

four

[ar]Archie

barn

star

[air] Erin

ferry

fair

[ire]Ireland

fire

fireman

[ear]Erie

cereal

deer

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Vocalic /r/: 2 sounds

• Watch for the:• Vowel

• /r/

• Which is distorted or misproduced?

• Vowel• /r/

• Oral positioning changes due to the vowel + /r/


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Screening Tools

Medial & Final /rl/Prevocalic /r/Initial /r/

Blends6 Categories of Vocalic /r/

Make “Key” word/ correct production list

Watch for the Natural Tongue Positions(Use Visual Vowel Sounds)

Retroflexed /r/

Both Retroflexed & Retracted /r/

Retracted /r/

Benefits: Single Word Screening• Visual cards

• Great for: • Nonreaders

• Students who are younger/preschool

• Short on time and want to simply know if the student can produce /r/.

• Can screen students each session to measure progress

• 3 word options for each /r/ allophone-Start with administration of one word and if you need more assessment can have student produce the other 2 words.


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Administer & Re-Administer Screening Often

Find a starting point for treatment.

Research shows that almost all students can produce at least one type of /r/.

(Curtis & Hardy, 1959; Ristuccia, 2005).

Score: One vs. Two/Three- Syllable Words

Which one is:• Correctly produced?• Approximation?

• Varies from one /r/ allophone to the next• One syllable may be better produced than the multi-

syllable and vice versa.


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Listening is Subjective

• What I hear may be different than what you or others may hear.

• Over time, your listening skills will improve.

• Goal: to listen for a starting point using student’s strengths.


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Chronic /r/: Things to Look for During Screening Process

• Prevocalic /r/-put er in front of words (e.g. er red)

• May be gliding the prevocalic /r/

• Many visual and auditory secondaries (e.g. eye rolling)

• Listen for production of student’s name (e.g. Brandon)-chances are previous SLP worked on the name


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During the Screening You will Learn to Watch and Listen for Unnatural and Natural Sounding

Speech

If you hear an /r/ production that has the following characteristics, note if for analysis later.

Unnatural looking face, jaw, eyes, etc.

Unnatural sounding speech.

These are called “secondary” characteristics.

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When the student is compensating for using an unnatural tongue position you will need to look and listen for…

Visual Unstable jaw position or jaw

over to one side of the mouth

Body Language i.e. poorposture

Shrugging of shoulders to ears

Rolling the eyes during productions

Cracking of the neck or knuckles

Unusual facial expressions

Tension in neck

Auditory Glottal fry

British accent, southern accent and the kids

are not from these places.

Nasality

Sounds of swallowing the tongue

Sounds like they have “marbles in mouth”

Secondary Characteristics

Ask students what they are thinking and feeling as

they are demonstrating the secondary characteristics.

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If you see secondary signs, STOP what you are doing and figure out why. Something is NOT right.

Speech is not supposed to be effortful.

What if they sound ok, but visually they have secondary characteristics?

Ask yourself if this is normal?

What is causing the stress? Are we having them do things they cannot do? Is it just too hard?

Have they been in unsuccessful therapy too long?

Have they been practicing words that are too general/broad or practicing words where

the /r/ target is constantly changing? Does the student just not like that word?

Is the student uncomfortable or has the student developed an attitude?

“Anxiety Can Be Hidden in Nervous Physical Behaviors”

Speech Pathologists Finding Natural Tongue Positions

• Watch the video on the next slide and see how I look for the natural tongue position with Becky.

• Use a visual /r/ word during production so you can see the frenulum (if student is producing retroflexed /r/)

• (e.g. arcade)

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Two SLPs Finding Natural Tongue Position

Click Video

Video Summary:Becky Used the Retroflexed /r/ Sound• Becky thought that she used the retroflexed /r/ sound naturally

• Becky said the word arcade using retroflexed /r/

• Contrast retroflexed with retracted /r/

• What secondary characteristics did you see even in an experienced speaker?

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Visual vs. Nonvisual /r/ Sounds

Visual

• Air

• Ar

• Ear

• Ire

• Or

Nonvisual

• Er

• Medial/Final /rl/

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Exercise Scoring: Single Word Screening

• Print out single word screening sheet.

• Listen to the videos of Brandon saying each word.

• After he says the word, pause video and you score production on screening form sheet.

• Compare your score to my score.

• After you are done listening to the entire screening:

Write out correctly produced “key” words on the blank “key” word/correctly produced word list from all of your correct productions.


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Scoring

Correct +

Incorrect -

Approximate 1


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Air: What to Look for: Visual Sound• Lips naturally retract when you produce air

• Tongue pulls back more easily due to this factor


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AIR Production

Oral Positioning


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Card: airplane


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Video: airplane


https://vimeo.com/204576883 password: rmakeoverpdf35

Click Here for Video

Scoring for “air plane” (air initial)

/

1: /air/ Initial

airplaneair hockeyarrow Score

+


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https://vimeo.com/204576883

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airplane: Feedback

Visual

• No secondary characteristics noted

Auditory

• Slight glottal fry when producing “plane”


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Card: fairy


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Video: fairy

https://vimeo.com/204576883 password: rmakeoverpdf


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Scoring for “fairy” (air medial)

/

2: /air/ medial

fairysheriffcanary


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Score

+

“fairy”: Feedback: 2 syllable Word

Visual


Auditory



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Card: fair


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Video: fair



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Scoring for “fair” (air final)

/

3: /air/ final

fairscaresquare

Score

-


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“fair”: Feedback

Visual

• Secondary characteristics noted

In the cheeks/jaw

Auditory

• Slight glottal fry when producing “fair”


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Ar: What to Watch for: Visual Sound

• mouth is opened fairly wide

• jaw is more relaxed

• your lips may also be slightly retracted

• mouth/jaw too closed if sound is misproduced


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AR Production

Oral Positioning


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Card: army


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Video: army



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Scoring for “army” (ar initial)

/

4: /ar/ Initial

armyarmarcade


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Score

-

“army”: Feedback

Visual

• Jaw off to one side

• Mouth/jaw slightly closed

Auditory

• Misproduced /r/ sound


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Card: barn


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Video: barn



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Scoring for “barn” (ar medial)

/

5: /ar/ medial

barnparkcart


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Score

-



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“barn”: Feedback

Visual

• Mouth/jaw too closed

Auditory

• /r/ sound misproduced


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Card: star


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Video: star



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Scoring for “star” (ar final)

/

6: /ar/ final

starcarguitar


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Score

-

“star”: Feedback

Visual

• Jaw more open

Auditory

• /r/ sound misproduced


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Ear: What to Look for: Visual Sound

• Lips naturally retract when you produce EE

• Tongue pulls back more easily due to this factor

• Look for the lips being too rounded


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EAR Production

Oral Positioning


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Card: ear phones


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Video: ear phones



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Scoring for “ear phone” (ear initial)

/

7: /ear/ Initial

ear phonesirritatedears


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Score

+

Earphone: Feedback

Visual


Auditory



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Card: cereal


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Video: cereal



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Scoring for “cereal” (ear medial)

/

8: /ear/ medial

cerealmiraclehero


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Score-

cereal: Feedback

Visual

• Lips rounded

Auditory

• w/r substitution


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Card: deer


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Video: deer



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Scoring for “deer” (ear final)

/

9: /ear/ final

deerpierspear

Score

+


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“deer”: Feedback

Visual

• Slightly moving his jaw at the end of the word production

Auditory

• Correct production


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Ire: What to Look for: Visual Sound

• The lips naturally relax

• Jaw is open at it’s widest point


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IRE Production

Oral Positioning


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Card: iron


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Video: iron



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Scoring for “iron” (ire initial)

/

10: /ire/ initial

ironIrelandirons Score

+


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“iron”: Feedback: 2 Syllable Word

Visual


Auditory

• Slight glottal fry at the end of the word


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Card: fireman


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Video: fireman



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Scoring for “fireman” (ire medial)

/

11: /ire/ medial

firemantiredpliers Score

+


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“fireman”: Feedback: 3 syllable word

Visual


Auditory



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Card: umpire


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Video: umpire



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Scoring for “umpire” (ire final)

/

12: /ire/ final

umpiretirehigher Score

-

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“umpire”: Feedback: 2 syllable word

Visual

• Moves his head to the side

Auditory

• Glottal fry at the end of “er”


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What to Look for: OR: Visual Vowel

• Feel how your lips start in the rounded position but have to transition quickly to the retracted position to obtain the /r/ sound

• Look for unrounded or closed lips


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OR Production

Oral Positioning


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Card: orange


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Video: orange



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Scoring for “orange” (or initial)

/

13: /or/ Initial

orangeornamentorchid

Score

1


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“orange”: Feedback

Visual

• Lips were rounded

• Then retracted for /r/ sound

Auditory

• /r/ sound was misproduced


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Card: skateboard


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Video: skateboard



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Scoring for “skateboard” (or medial)

/

14: /or/ medial

skateboardcornsports

Score

-


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“skateboard”: Feedback

Visual


Auditory

• /r/ sound was misproduced


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Card: snore


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Video: snore



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Scoring for “snore” (or final)

/

15: /or/ final

snoredoordinosaur

Score

-


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“snore”: Feedback

Visual


Auditory

• Incorrect /r/ production


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What to Look for: ER: Nonvisual Sound

• Lips are fairly retracted

• Tongue is in the posterior portion of your mouth for this variation.

• Take note of an o/r substitution

• Take note of a Schwa sound produced for the /r/


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Card: earth


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Video: earth



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Scoring for “earth” (er initial)

/

16: /er/ Initial

earthurchinherbs Score

+


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“earth”: Scoring Feedback

Visual

• Lips were retracted, noticeable flaring of the his nose

Auditory

• Correct /r/ production


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Card: mermaid


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Video: mermaid



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Scoring for “mermaid” (er medial stressed)

/

17: /er/ medial stressed

mermaidnursebird

Score

-


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“mermaid”: Feedback

Visual

• Noticed upward movement of his eye during production

Auditory

• Produced a schwa sound for “er” sound


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Card: camera


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Video: camera



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Scoring for “camera” (er medial unstressed)

/

18: /er/ medial

unstressed

camerascissorsbuttercup Score

-


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“camera”: Feedback

Visual

• Slightly moving his jaw at the end of the word production

Auditory

• Incorrect schwa production

for /r/


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Card: anchor


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Video: anchor



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Scoring for “anchor” (er final)

/

19: /er/ final

anchorbutterfather

Score

+


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“anchor”: Feedback

Visual


Auditory

• Slight glottal fry when producing /er/


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Card: squirrel


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Video: squirrel



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Scoring for “squirrel” (medial/final rl)

/

20: medial/final /rl/

squirrelmuralgirl

Score

-


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“squirrel”: Feedback

Visual

• Rounded lips

Auditory



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What to Watch for: Prevocalic /r/


• Rounded lips


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Card: ring


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Video: ring



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Scoring for “ring” (Prevocalic /r/)

/

21: Prevocalic

/r/

ringrunred

Score

-


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“ring”: Feedback

Visual

• Scrunched his nose

Auditory



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Brandon’s scored single word screening sheet


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Based upon screening results

1. Airplane

2. Earphones

3. Iron

4. Anchor

Brandon Sample Correct “key” word list: Screening Results

5. Fairy

6. Fireman

7. Deer

8. earth


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Sample Goals and Objectives

• Use the incorrectly produced /r/ words as a goal.

• Brandon will produced the following /r/ allophones with 80% accuracy in single words, phrases, sentences, structured and spontaneous conversation.

(air final, ar initial, ar medial, ar final, ear medial, ire final, or initial, medial and final, ear initial, medial stressed and unstressed, medial and final /rl/ and prevocalic /r/).


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Brandon is Ready for the Target Selection Process (stage 2)

• He had more than 5 correctly produced /r/ words

• 8/21 correctly produced “key” words =38%


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Chronic R Students

• If your student was unsuccessful with the single word screening (less than 5 correctly produced /r/ words), you may have a chronic /r/ student.

• The next steps are administration of:• Advanced screening

• Elicitation probe


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Ear Training Summary

• Remember listening takes practice

• Administer the single word screening to screen for /r/ allophones and listen for correct productions.

• Write down correctly produced words

• Have students produce correct words, to help find the word that sounds the best

• Choose a target (most ideal set of words to practice: this process is found in EWR Book of Elicitation Techniques)

• Begin production practice

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Single Word Screening… · 10/14/2017 2 Course Agenda-Single Word Ear Training •Introduction:...

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