Articulation Assignment

EDUC26048 / Communication Disorders

Carolyn Windsor

Nicole Rocha Ferreira, Jason Hughes, Emily Butt

991415289, 930415917, 991401827
Date Due: 02/19/2016

I understand Sheridan policies on academic offences, and have reviewed statements

pertaining to plagiarism for this course.
I have viewed and completed the Academic Honesty Tutorial and Quiz, found in my
course content folder, and on the Library Services site.
This is to certify that I have reviewed the work I am submitting here (and/or uploading to the
Assignment Dropbox) and have taken care to ensure that it is my own work / words.
I have not used 5 or more consecutive words from another source, without quotes and uncited; I understand mosaic plagiarism and have not re-worded sentences from other
sources. I have not represented the ideas of others as my own. Where relevant, I have
included a bibliography of all sources used in preparing this work.
Signed: Nicole Rocha Ferreira, Jason Hughes, Emily Butt

Pirate Petes Treasure Hunt

Identified Sound
We have decided to target our 5 year old students sound errors with /p/. We decided to
address this sound because according to the speech sound development table from lecture, the /p/
sound is one that children should be able to use at all times by the age of 3 (Talking Child, 2003).
For this reason, it is incredibly important to address her issues with this speech sound since it is
one that she should be able to use successfully already.
Target Words (Hanks, 2010)
pen
pot
pig
pup
pie
pop
pet
pan
pea
paw
Activity Instructions
1. Instructor writes one target word on each gold coin with dry erase marker or tapes word
with attached image on to coin.
2. The following rules and goal are explained to child.
3. The child is asked to say the first target word. Once the child produces the target word
correctly, he/she can place the coin on the first circle location on the map.
4. The same thing is done with the other 9 words, using error production strategies when
needed until the word is pronounced correctly.
5. Congratulate and acknowledge childs successful sound productions (i.e., Great job!)
6. The goal for the child is to lay down all 10 gold coins to reach the X on the treasure
map.
7. Once all gold coins are on the map, child can pick one treasure from Pirate Petes treasure
chest.

Eliciting spontaneous and imitative productions

In an activity such as ours, it may be beneficial to start with encouraging imitative sound
productions. One way to elicit imitative productions of the /p/ sound is to remind them of the
target sound to be worked on. Then for the first few target words we can initiate by asking,
What is this next /p/ word? so the sound is heard by them to imitate (Windsor, 2015). Once the
first few coins have been placed successfully by the student, we can then encourage more
spontaneous sound productions of /p/ using non-verbal encouragement. This could include
making eye contact with the child or even gesturing to the word/picture on the coin (Elleseff,
2014). Another strategy to elicit spontaneous sound productions is to encourage mistake making
and multiple attempts so they are not afraid or self-conscious about getting it wrong (Elleseff,
2014). The idea behind this is to eventually have the child take the lead and even ask for help if
they need it (Elleseff, 2014). And importantly, to elicit continued interest and effort from the
child, acknowledge their attempts and successes and keep the atmosphere fun!
Strategies to Deal with Error Production

Give them a verbal cue: Tell student to put lips together to form the sound (Windsor,
2015)
Point out the puff of air that comes out when saying the /p/ sound
Hold a tissue in front of the childs mouth and have them put their lips together and puff
the air out making the /p/ sound and causing the tissue to dance (Hanks, 2010)
Model how to do it and have student mimic
Have student say the letter while watching their mouth in a mirror (Hanks, 2010)
Give a choice of what target word could be (i.e., is it /p/aw or /b/aw?) (Windsor, 2015)

Activity Adaptations
1. Since the words on the gold coins are erasable, it allows the game to evolve in difficulty
with the improvements the child makes in reading/speaking. New words that are harder
or even address a different letter sound can be focused on. For our student, we started
with words that began with /p/. The next step would be to use more words that end with
the letter /p/ and then progress to words with /p/ in the middle of the word.
2. This activity can easily be made into a group activity to encourage social interaction.
Student can either pair with another student and work together. Or it can be made into a
competition by using multiple boards - one for each student to use with the teacher.
3. Another way this activity can be adapted for further learning is to stick linking words
such as the and to etc so the student can form sentences with the target words.
4. This activity can also be made more challenging once the student progresses by
increasing the number of words to reach the treasure chest and/or setting a time limit to
reach the treasure chest.

References
Elleseff, T. (2014). Tips Corner: Creating Opportunities for Spontaneous and Functional
Communication. Retrieved from: http://www.smartspeechtherapy.com/tips-cornercreating-opportunities-for-spontaneous-and-functional-communication/
Hanks, H. (2010). Mommy Speech Therapy. Retrieved February 13, 2016, from
http://mommyspeechtherapy.com/?p=340
Talking Child (2003). Speech and Articulation Development Chart. Retrieved from:
http://talkingchild.com/speechchart.aspx
Windsor, Carolyn. (2015) Communication Disorders Week 3 [PowerPoint Slides] Retrieved
from: https://slate.sheridancollege.ca/d2l/le/content/265624/Home