CYCLES  Approach

Rebecca  Ciafre
Laura  Nygard
Hope  Erdmann

Cycles
(Pena-­‐Brooks  &  Hegde,  2015)
Who  does  this   Why  is  it  called  
treat? cycles?
Phonological  error  
Severely  unintelligible  
patterns  are  addressed  
children in  cycles
– Intelligibility  
levels  below  20% A  cycle  is  the  period  of  
time  in  which  all  
– Exhibit  several   phonological  patterns  
phonological   in  need  of  remediation  
patterns are  facilitated  in  
succession
 First,  the  Hodson  Assessment   of  Phonological   Patterns  – 3  
How  are  target   (HAPP-­‐3  )  is  administered.

sounds   Then,  targets  are  selected   from  observed   error  patterns  

in a  systematic  order:
selected  for   1. Primary  target  patterns
therapy? – Syllable   structure,  /s/  cluster,  fronting,  backing,  
liquids
2. Secondary  target  patterns
– Palatals,   stridents,  clusters,  vowels,  prevocalic  
voicing  and  devoicing
3. Advanced  target  patterns
– Complex  sequences,   multi-­‐syllabic   words

*Child  must  be stimulable for  the  target  sounds*

(Pena-­‐Brooks  &  Hegde,  2015)
(Prezas &  Hodson,  2010)
 1. Primary  target  patterns
– Syllable  structure,  /s/  cluster,  fronting,  backing,  liquids
2. Secondary  target  patterns
Class  Activity – Palatals, stridents,  clusters,  vowels,  prevocalic  voicing  
and  devoicing
3. Advanced  target  patterns
– Complex  sequences,  multi-­‐syllabic  words

(Prezas &  Hodson,  2010)

 Remember:  a  cycle  is  the  period  of  time  needed   to  target  
all  selected   phonemes   for  all  selected   phonological  
processes
– Only  one phoneme   within  one phonological   error  pattern  
is  targeted   within  one session
– Then,  target  another  phoneme  within  the  same  error  
Logistics  of   pattern
– Target  at  least  2  phonemes  per  pattern  before  
One  Cycle moving  to  another  pattern
– Cycle  1  completion=   all  primary  phonological   error  
patterns  have  been  TARGETED
– Next  cycle:  target  patterns  that  still  require  remediation   +  
some  secondary  patterns

(Pena-­‐Brooks  &  Hegde,  2015)

 1. Review  of  previous  session
– If  targeting  the  same  sound
2. Auditory  Bombardment
– Clinician  reads  word  list  and  demonstrates  correct  (and  error)  productions
3. Target  Word  Cards
– Client  can  help  make  cards
4. Production  Practice
Instructional   – Game-­‐based,  multiple  games
– 5  words/target  sound/session
Sequence 5. Stimulability Probing
– Test  for  next  week's  sound  (if  targeting  a  new  sound)
– Modeling,  amplification and  cueing  can  be  used
6. Auditory  Bombardment  (repeated)
– Repeat  word  list  from  first  bombardment
7. Home  Program
– Parents  do  auditory  bombardment  task  1x/day
(Prezas &  Hodson,  2010)
– Review  target  words  by  naming  them  1x/day
 – Effectiveness  (suggestive)
– Consonant  production  in  conversation
– Earlier  intervention
– Less  severe  children  make  most  progress
– Effectiveness  (inconclusive)
– Non-­‐targets  improve
Levels  of   – Combined  cycles  +  phonological  awareness  
Evidence approach
– Group  therapy  when  all  children  are stimulable
– Efficiency  (inconclusive)
– Greater  number  of  speech  sound  errors  in  a  
shorter  period  of  time  by  targeting  sound  
patterns  instead  of  individual  phonemes

(Hassink &  Wendt,   2010)

THANK  YOU!
Any  questions?