Cycles Approach: How to Treat a Severe Speech Disorder
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- Опубликовано: 10 июл 2024
- This video details the cycles approach used to treat highly unintelligible speech.
Link to Cycles Approach Handout:
www.teacherspayteachers.com/P...
Link to Cycles Approach Data Collection Sheet:
www.teacherspayteachers.com/P...
Voice Amplifier:
www.amazon.com/gp/product/B01...
Resource for Content:
Bauman-Wängler, J. A. (2012). Articulatory and phonological impairments: A clinical focus. Boston: Pearson.
Hodson, Barbara. “Evaluating and Enhancing Children’s Phonological Skills: A Systematic Approach.” ASHA Store, apps.asha.org/eweb/olsdynamicpage.aspx?title=evaluating+and+enhancing+children%e2%80%99s+phonological+skills%3a+a+systematic+approach&webcode=olsdetails.
Everien et al. “How to Use the Cycles Approach for Speech Therapy.” Speech And Language Kids, 30 May 2019, www.speechandlanguagekids.com/how-to-use-the-cycles-approach-for-speech-therapy/.
Bowen, Caroline. “CPPA.” Cycles Phonological Pattern Approach (CPPA), www.speech-language-therapy.com/index.php?option=com_content&view=article&id=75%3Acycles&catid=11%3Aadmin&Itemid=108.
Music Credit:
Music byJoakim Karud / joakimkarud
Disclaimer:
The content of this website is provided for general informational purposes only and is not intended as, nor should it be considered a substitute for, professional medical advice. Do not use the information on this website for diagnosing or treating any medical or health condition. Any information on treatments available at this channel is intended for general guidance only and must never be considered a substitute for advice provided by a licensed and/or qualified healthcare professional. Although reasonable care to ensure that the contents of the RUclips channel is accurate and up-to-date, all information contained on it is provided ‘as is’. At any time and, at our sole discretion, we may change or replace the information available on this channel.
Intro: (0:00)
Cycles Approach Overview: (0:56)
What's in a cycle?: (2:12)
Intro to Targets: (2:43)
Primary Potential Target Patterns: (2:58)
Choosing Your First Targets: (3:40)
When to move to secondary targets?: (4:09)
Secondary Potential Target Patterns: (4:49)
Session Structure: (5:50)
Bonus: (9:29)
Data Collection: (9:43)
Conclusion: (10:56)
1st year grad student here. This was beyond helpful, thanks!
I have to agree with Fani, your videos are so well organized and explain complex concepts in a easier to understand way. I appreciate them much!
I am hooked! Keep with the channel! I enjoy watching your videos.
keep up with the videos about other speech disorders please I find it so helpful !!! many thanks
It is very helpful for me. Thank you, i am glad to find this channel. 🙏
It was really helpful. I love watching your videos. You target all those things which are in my mind.
This is very helpful! Thanks for your explanation!
This is a very explanatory video, thanks !
Thanks for the data collection! So incredible to get for free!
This was sooo helpful, thank you so much!
This channel is very helpful.please try to post more speech related videos.other channels gives vague information but you give precise information neither more nor less
Amazing, thank you!!
Very helpful. Thank you
Thank you ❤️
Thank you so much! Could you make a video explaining the Core vocabulary approach?
Thank you so much for sharing this video! I am a first year grad student currently in practicum at an elementary/preschool. We have a student that is highly unintelligible and frequently uses stopping and fronting. The question I have for you is what do we do if the student is not stimulable for target sounds? For example, we are wanting to target /s/ as this really effects the student's intelligibility but she continually produces /t/ despite scaling back to sound level. How do you suggest moving forward in this situation?
Thank you!
When you do the step about probe, do you choose lots of sounds to potentially target or just target one sound?
Hi!
This was awesome thank you so much. Where can I find the, Method (# of participants in the study), research design and Intervention targets and findings?
Wondering why emerging /s/ blends are a requirement to move on to the secondary targets, when one of the secondary targets is singleton /s/? This seems contradictory!
Hi my client has only two processes: stopping and FCD. If She does not produce S clusters, I would not be able to target stopping in cycles approach?
What do you recommend for amplification? Is there anything low tech/inexpensive?
Hi Lisa, I have this one personally :)
www.amazon.com/Elite-Package-Personal-Amplifier-Headphones/dp/B00V3MNIAI/ref=sr_1_6?crid=DM7ZXJLGSD1E&dchild=1&keywords=personal+amplifier+for+hearing+impaired&qid=1614257917&sprefix=personal+amplifier%2Caps%2C182&sr=8-6
but there are lots of different options! I also chose to get different headphones since I work with littles ;)
What is your tpt store name?
hello, I'm student of SLP. I love watching your channel.
Currently interested in learning about suprasegmental. I read journals, articles, but there are things that make me confused. and I found several journals using the terms suprasegmental and prosody. what is the relationship between suprasegmental and prosody? are they the same? and if don't mind can you recommend some resources where it's fully explained? thanks
Hello Fani, I have misarticulation. My sounds are not clear, will you please give me speech therapy.