Talk It Tray Sound Sequencing Set



[pic]

Building words, phrases, and functional communication by moving from sound to sound

The Blast Off Board Sound Sequencing Set combines systematic speech practice with FUN for young children who show speech sound sequencing or motor speech delays or disorders such as verbal apraxia. Created by Rachel Arntson, speech-language pathologist, the proto-type of this set has been used and loved for years by Rachel and her clients.

Children with speech sound sequencing delays often need drill and practice combining sounds, syllables, words, and phrases. Drill, however, can be boring and difficult for these young ones. Children who need verbal practice can shut-down easily if the task is not motivating.

Children learn more effectively and stay more attentive when they enjoy an activity and are actively participating. The Blast Off Board facilitates the goals of increasing attention and motivation all while practicing speech. In addition, research on apraxia states that multiple repetitions in a short period of time are essential for children with apraxia of speech. The Blast Off Board Sound Sequencing Set combines sound and motor sequencing drill with fun, play, and social interaction.

What is the Blast Off Board?

Based on the concept of Talk It Rock It’s Push-Pull Puzzle, the Blast Off Board is a two-sided magnetic-receptive board with 10 holes cut into it. Children match magnet pictures over the holes while saying the sounds or words on each picture. After all ten pictures are placed on the tray, children are rewarded by pushing the pictures out from the holes on the other side. Children have a “blast” as they push the pictures that are embedded into a scene on the back side of the board.

What is included in the complete Blast Off Board Sound Sequencing Set?

You can purchase the board and first set of magnets, purchase the two Levels listed below or any variation between that. The following items are included in the complete Blast Off Board Sound Sequencing Set, Levels 1 and 2.

1. One magnetic-receptive board of 10 colored shapes on the front and a picture scene on the back. A Starter Set of 10 magnet pictures of common objects are included in the basic Blast Off Board. The words in the Starter Set are: house, cow, owl, dirty, car, bike, monkey, wheel, fish, and bunny.

2. Sound Sequencing Sets of pictures with matching overlays of scenes to place on the back of the board all follow a hierarchy of sound sequences. Level 1 includes 13 overlays with 13 sets of magnets. Level 2 includes 16 overlays with 16 sets of magnets.

3. Checklists listing the sounds and words in each set. This data sheet can be used for establishing baseline productions and for charting your client’s progress.

4. This instruction manual giving suggestions on how to use the Blast Off Board as well as songs that enhance specific sounds and motor sequences.

Extensions of the Blast Off Board Sound Sequencing Set

In addition to the Blast Off Board and magnet sets, additional products can be purchased at that will further enhance speech sound practice.

1. Talk It Rock It songs, printable visuals, and movies enhance many of the sounds and words practiced with the Blast Off Board. Use the coupon code, TIRI-20, for a 20% discount on any of our song or movie sets.

2. Animal face posters for teaching children the crucial skills of taking verbal turns and imitating.

What sounds and words are included in the magnet and overlay sets?

The following sets are available (purchased individually or as a complete program) and follow the typical sequence for sound sequencing and motor learning for speech. Keep in mind, though, that children with apraxia or other articulation issues do not always follow a typical developmental sequence. You may need to choose sets that do not follow the sequence.

LEVEL 1 -

1. Vowels and Vowel Combinations – V and V1 + V2

2. Consonant-Vowels (CV) of P, B, and M

3. Consonant-Vowels (CV) of T, D, and N

4. Consonant-Vowels (CV) of H, W, and Y

5. Consonant-Vowels (CV) of S, Z, SH, CH, and J

6. Consonant-Vowels (CV) of K and G

7. C1V1 C1V2 - Level 1

8. C1V1 C2V2 - Level 2

9. C1V1 C2V2 - Level 3

10. Vowel-Consonants (VC) and Vowel-Consonant-Vowels (VCV), Vowel-Vowel (VV) – Level 1

11. VC, VCV – Level 2

12. Two Word Carrier Phrases

13. Final consonants – Mixed sounds

LEVEL 2 – These sets include primarily one syllable words with a Consonant-Vowel-Consonant structure. There are also two syllable words in this set - ones that children typically encounter in their daily activities.

1. Initial P – CVC

2. Initial B – CVC

3. Initial M – CVC

4. Initial T – CVC

5. Initial D – CVC

6. Initial N – CVC

7. Initial H – CVC

8. Initial W – CVC

9. Initial F – CVC

10. Initial S – CVC

11. Initial SH – CVC

12. Initial CH, J – CVC

13. Initial K – CVC

14. Initial G – CVC

15. Initial L – CVC

16. Initial R – CVC

Where do I start?

If you are a speech-language pathologist, a complete evaluation of a child’s communication skills is vital. This includes an articulation test, phonemic inventory, speech and language sample, and other language testing. You can also utilize the Sound Sequencing Checklists included in the Blast Off Board Sound Sequencing Set to determine specific information about a child’s sound sequencing skills.

For parents, while playing or participating in daily routines with a child, listen to the sounds he/she makes. Do you hear vowel sounds? Which ones do you hear? Do you hear any consonants, especially those combined with a vowel such as “ma, da, ba?” Start with the magnet set that is at the easiest level for your child to be successful. If you find that he/she can only say vowels, start with the vowel magnet and overlay set. Typically, starting with the beginning vowel set is the best option to assess whether the child can produce single vowels or vowel combinations accurately.

As you practice the speech sounds and words in the Blast Off Board, write the child’s specific productions or score the child’s productions with the 0-3 scoring system listed below.

0-3 Scoring System

0 – No attempt to imitate

1 – Attempted imitation but production was off target or undifferentiated from the other productions.

1.5 – Child’s production was close to the target but required gestural, tactile, or verbal cueing.

2 – Child’s production was close to the target but still contained errors or difficulties not typical of a child his/her age.

2.5 – Child’s production was developmentally typical but required gestural, tactile, or verbal cueing.

3 – Child’s production was typical of a child that age with no need for cueing.

After seeing where the child is successful and where he/she is struggling, choose the magnet set that is closest to where the child will feel some success. If the child is not able to produce any of the sounds or words, start with the vowels or CV (p,b,m) pictures.

Present each picture by first holding it up to your face as you say the sound or word. Before giving the picture to the child, say, “your turn” and wait briefly. If the child does not respond, say the word again with the picture up to your face. Wait briefly. If he still does not respond, ask the child to give you his hand. Place the card in his hand and move his hand up to your face to show what you want him to say. Say the word and then move his hand up to his own face and wait briefly. Even if he doesn’t respond, have the child match the picture to the correct color on the tray.

If a child is not imitating sounds or words yet, he may not be ready. Don’t force that. Just have fun with the pictures first, saying the words and sounds as you play. Difficulty with imitation will be discussed in the Imitation Section of this manual.

How did the words get chosen for this set?

The Blast Off Board Sound Sequencing Set primarily follows developmental steps for sound and motor speech sequencing that are typical for children learning to talk. The progression begins with vowels and vowel combinations and progresses to consonant-vowels (CV), CVCV structures of varying complexity, vowel-consonant productions, and CVC words.

In addition we have added animal sounds, two-word carrier phrases, commonly produced first words, and final consonants. These first words are common in young children’s language but may not follow the exact sound and motor sequences typical for speech and language therapy. We have looked carefully at what words and sounds to include in this program, but they do not always fall exactly in the categories they are placed. For example, the word, “ball” is not commonly included in sound sequencing word lists because of the complexity of the final /l/. Because “ball” is a common first word listed in research, we have included it in the set. We expect that an early talker will omit the final /l/ sound when learning to say, “ball.” You will find additional words that were chosen for similar reasons. For example, the word, pizza, is included in the C1V1 C2V2 - Level 3 set, but is technically a C1V1 C2 C3V2 word. Because this word is common in a young child’s vocabulary, we have added this to our set. Again, we expect that a child will simplify the production of this word when first learning to pronounce it. This is totally acceptable. Learning to produce words is a progression and not immediate perfection.

Simplify Productions

With any word included in the Blast Off Board program, children can and should be given options to simplify the production if necessary. For example, “ball” can be produced as “bah” and apple can be produced as “appo.” Establishing functional words as quickly as possible is the primary goal in this program. Accuracy and perfection is not the primary goal when children are first learning to communicate verbally.

Some Strategies to Consider

Below is a song to the tune, “Rockin’ Robin,” that lists the commonly suggested techniques for speech-motor sequencing therapy. Keep these techniques in mind when helping a child learn to use functional speech.

Sound Sequencing

Keep sounds moving.

Keep them slow.

With intonation and rhythmic flow.

Core words,

Cues to feel and see.

Repetition,

Chains of three.

Oh yes, we hear the sounds kids say.

Oh yes, we adjust along the way.

Oh yes! Kids all learn differently.

So plan and change accordingly.

Use of gestures and signs

Our vowel magnets are created with hand gestures incorporated into the picture. As you teach these vowel gestures, continue to use them when producing longer sound sequences as well. Use gestures for consonants as well to give visual and tactile information for building words. Learning American Sign Language signs of the magnet pictures can be very helpful. Never hesitate to use gestures or signs. Combining gestures, signs, and verbalizations will always enhance speech.

A word about imitation

When practicing sounds and words from the Blast Off Board, encourage your students to first listen to your production of the sound before they say the sound. Children sometimes anticipate and begin imitating productions before they have heard the entire production. If that happens, use the phrase, “your turn” to cue the child to say the word again.

As mentioned before but very important, if children are not yet ready to imitate upon request, don’t create a battle of the wills in requiring imitation. Withholding a magnet from a child who is not yet imitating or who cannot imitate will only cause frustration and negative interaction. Instead, show the child what you want her to do and encourage a level that you know she can do.

Teach your child to hold out her hand to request a magnet. That is an excellent place to start. Discourage a child from grabbing the magnets out of your hand. Grabbing does not help her learn the important skills of waiting and listening while you say the word.

When teaching your child to hold out her hand, this gives you a chance to also hold the child’s hand in yours, to give her the picture, to move her hand up to your face as you say the word, and then to guide her hand up to her face as you give her the look of anticipation to try to say the word.

If he doesn’t say the sound back to you, that is OK. He’s simply not ready or does not yet understand the expectation. If you have another person around such as an older sibling, use that person to demonstrate what you are wanting the children to learn.

At first, the goal is to help the child focus on the sounds you are saying, train his ears and eyes to listen and watch, and have fun!

You may want to sign up for Rachel Arntson’s blog on the Talk It Rock It site to receive periodic suggestions on how to help children learn to imitate. Another possible resource for you is her book, WE CAN TALK, Tips for Enhancing your Child’s Speech and Language.

Two word phrase practice

In Level 1, the one magnet and overlay set includes words for creating typical two word phrases. You can use these magnets separately or pair them with any other word from any other set of magnets.

Final consonant practice

Level 1 contains a magnet and overlay set of final consonant pictures. The final consonants featured in this set vary significantly from final m to final s sounds. There are 39 final consonant pictures featured in this 10 piece magnet set. You may want to focus on specific final consonant sounds or all of the pictures in the set simultaneously. This choice depends heavily on what a particular child can handle in terms of over-generalization.

Thank you for your purchase of the Blast Off Board Sound Sequencing Set

We hope you find this set as helpful as it has been to me for the past 10 years. Children have loved my prototype of this set, and I am thrilled that I am finally offering it to others. Thank you again!

Rachel Arntson, M.S., CCC-SLP

Speech-Language Pathologist

Owner and Creator of all Talk It Rock It products

Talk It Rock It, LLC



888-530-7773

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download