Question
I have 2 students with a lateral lisp. Both are able to stretch a /t/ and use a straw to direct airflow for a correct /s/ sound. The HS student is also able to say words, phrases and sentences monitoring his own productions. However, both have not general
Answer
I have found that the most effective means of generalization are the result of the student's self-monitoring within structured conversational tasks at first and then progressing onto to less structured conversational tasks. Once a student is able to correctly produce the target sound(s), I will use the following sequence of activities:
The student reads/monitors production in sentences that he/she has written.
The student reads/monitors production in short narratives that he/she has written.
The student reads/monitors production in longer narratives written by another.
The student reads/monitors production in textbooks or curricular reading materials.
The student monitors production in a descriptive task.
The student monitors production in a direction giving task.
The student monitors production in a persuasion task.
The student monitors production in a narrative task.
The student monitors production in a role-playing task.
The student monitors production in a structured conversation task (given a specific topic).
The student monitors production in an unstructured conversation task.
The student is encouraged to practice this same series of tasks at home, practicing 5-10 minutes per day.
With each of these steps, the student is to self-evaluate his/her own speech production. For some students I have used a tape recorder, depending on their comfort level.
Linda Wellman, Ph.D. CCC-SLP received her B.S., (1984), M.A. (1986) and Ph.D. (2006) from the University of Cincinnati. Her work settings have included, public and non-public schools including a private school for students with learning disabilities. Her research interests are in the areas of the integrated relationship of cognition/literacy/language as well as the changing role of the school-based speech-language pathologist. She is currently working in a non-public school and is the Managing Editor of SpeechPathology.com.
Linda Wellman, Ph.D,CCC-SLP
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