Jones & Bartlett Learning Health Blog

    Multiple Opposition Contrast Intervention by author Carol Koch

    Posted by Carol Koch on Sep 19, 2019 4:39:36 PM

    Children with speech sound disorders comprise a large portion of caseloads for speech-language pathologists working with pre-school and school-age children.  Selecting the most appropriate approach in order to yield the maximum change in the child’s phonological system is important to achieve optimal outcomes.  Due to the importance and scope of the topic, I am constantly fielding the question, ‘How do I determine targets for the multiple opposition contrast approach?’ I hope my response below can be of use to you if you are encountering the same problem.

    Children with phonological disorders often present challenges to SLPs in determining the most effective and efficient intervention approach, including the targets that will best facilitate significant progress. For some children, the loss of phonemic contrasts represents the core of the phonological disorder. Loss of phonemic contrasts is evident when production errors impact the intended meaning of a word, phrase or sentence. For example, a child may say [ti] for “tea”, but also for “key” and “see”. The words are produced as homonyms and the phonemes [k] and [s] are not use contrastively to create the different meanings represented in the words “key” and “see”.

    Children who demonstrate extensive loss of contrast may produce one phoneme for many target phonemes. A collapse of phonemes is identified when a child produces one sound across several different target sounds, thus representing loss of the contrasts needed to create different words. The phoneme identified as the substitution for the target phoneme can also be referred to as the preferred phoneme. For example, an extensive collapse might be represented in a child that substitutes [b] for [d, k, g, m, n, s, l, r, ʃ, ʧ, j, h]. Thus, the targets of do, coo, goo, moo, new, Sue, loo, roo, shoe, chew, you, and who are all produced as boo. The phoneme [b] is the preferred phoneme. This extensive collapse of contrast results in extensive homonymy. Rather than attempt to develop a list of target words for this extensive collapse, phonemes are selected from the error phonemes to represent different phoneme classes. A key feature of the contrast approaches is to promote generalization across sound classes, thus each individual phoneme in the collapse does not need to be targeted. Further examination of the significant collapse where the child substitutes the preferred phoneme [b] for [d, k, g, m, n, s, l, r, ʃ, ʧ, j, h], the collapse represents multiple errors related to the following phoneme classes:
    stops [d, k, g],
    nasals [m, n],
    fricatives [s, ʃ, h],
    liquids [l, r],
    glides [j], and
    affricates [ʧ].

    Read More

    Topics: speech-language pathology, SLP, phonological disorder, carol koch

    Diagnosing a Nasal Emission with Author Ann W. Kummer

    Posted by Katie Hennessy on Jan 14, 2019 1:36:07 PM

    We recently asked Ann W. Kummer, author of Cleft Palate and Craniofacial Conditions: A Comprehensive Guide to Clinical Management, Fourth Edition, for her expertise in diagnosing a nasal emission. 

    Read More

    Topics: Communication Sciences and Disorders, SLP

    Meet Ann Kummer, Author of Cleft Palate and Craniofacial Conditions

    Posted by Michael Sullivan on Jul 24, 2018 4:35:36 PM

     

    What prompted you to originally write Cleft Palate and Craniofacial Conditions: A Comprehensive Guide to Clinical Management?

    AK: In 1998, I started teaching the Cleft Palate/Craniofacial Course at the University of Cincinnati. As I was preparing my PowerPoints, test bank, and lectures, I was frustrated because the only textbook available simply focused on theories and research studies and was not clinically focused; therefore, not suitable for my students. Because I am a passionate clinician and have a great deal of practical clinical experience with this population, I decided to write a practical book for students and practicing clinicians alike. My goal was and continues to be, sharing with students what I had learned through years of experience working in the clinics exclusively with patients with cleft palate and craniofacial conditions.

    How have you seen the field grow and change during your time as Senior Director, Division of Speech-Language Pathology at Cincinnati Children's Hospital Medical Center?

    Read More

    Topics: Communication Sciences and Disorders, SLP, Craniofacial, Cleft Palate

    Subscribe to Blog Email Updates

    Recent Posts

    Posts by Topic

    see all