![]() ![]() This is the word pan.” Next, you could move on to the word “fan”. If the child points to the incorrect word then you will need to correct them and say this is the word and this is that word’s definition.Īuditory Bombardment: If the student is struggling to hear the difference during the auditory discrimination task you could also use auditory bombardment by pointing to the words and producing each word at the word level correctly allowing the child or student multiple exposures to the sound while it is being correctly produced.įor example, you could point to the word “pan” and say, “This is the word pan. ![]() If the child points to the correct words when you say them aloud then the child can hear the difference. Does the child point to the word “fan” or the word “pan”. f/.įor example, if you place the following single words (pan/fan, put/foot, pork/fork) in front of the child and then say, “point to the word fan”. ![]() This will tell you if the child can hear the difference between the single phonemes of /p/ vs. “fan”.Īuditory Discrimination: Next ask the child or student to point to the visual cue or hand you the picture of the word you say in order to work on auditory discrimination. Review Word Meanings: The speech therapist will then begin by making sure the child or client knows the meaning of the words containing their speech sounds prior to working on their production of minimal pair words.įor example, if you continue with the words used above you will want to discuss and review the meaning of the words “pan” vs. In the example below the child is struggling with producing bilabial stops.įor example, if the child is working on bilabial stops their 3-5 minimal pair targets might be, pan/fan, past/fast, put/foot, pork/fork, and fade/paid. You will want to select the target words based on the child’s speech sound disorder. Select Minimal Pairs Target: A speech therapist will typically have their first session using meaningful minimal pair intervention to begin by selecting 3-5 paired words to focus on. One simple way to work on phonological remediation is to use minimal pair approaches. When a child produces multiple sound disorders speech-language pathologists typically approach the sound errors from a phonological approach vs. f, v, th, s, z, sh, ch/ or /j/.Īnother example would be the phonological process of final consonant deletion (this is when a child omits the final consonant off of a word). a sound that has a more continuous flow of air such as the /f/ sound.Ĭontinuing with the example of the phonological process of stopping then you would want to target the sounds /p, b, t, d, k, or g/ vs. ![]() The manner of articulation is when a sound is made with a short burst of air that is then stopped such as the /p/ sound vs. This is when the child changes the manner of articulation. When working on minimal pairs, start by selecting a phonological process to work on and then pick out minimal pairs to work on that specific phonological process.įor example, if you want to work on the phonological process of stopping (the phonological process when a child produces a stop consonant /p, b, t, d, k, or g/ in place of a fricative /f, v, th, s, z, sh, ch/ or an affricate sound /j/) then you could use the minimal pairs such as “fan” vs. ![]()
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