adding ah at the end of words

[Guest guest]

Jennie-

by any change did you teach him to say the " k " sound by saying " kuh " (voice

on after the K)? That's typically the reason behind adding the schwa (ah)

at the end of words that end in " p, t, k, n, m " . The " p,t,K " should be

taught as totally voiceless sounds. When starting to combine sounds into

syllables it's easier to teach these voiceless sounds at the end of

syllables. If you start with the initial position you will typically get a

" k " turning into a " g " , a " p " into a " b " and a " t " into a " d " . For the " m "

and " n " sounds, you have to be sure to teach them as continuants- don't

release the sound to say " mu " or " nu " .

Hope this helps!

PS- Thanks for acknowledging that there are a few good SLP's out there!!

[Guest guest]

At 06:26 PM 11/7/00 -0500, Vail wrote:

>Jennie-

>by any change did you teach him to say the " k " sound by saying " kuh " (voice

>on after the K)? That's typically the reason behind adding the schwa (ah)

>at the end of words that end in " p, t, k, n, m " . The " p,t,K " should be

>taught as totally voiceless sounds. When starting to combine sounds into

>syllables it's easier to teach these voiceless sounds at the end of

>syllables. If you start with the initial position you will typically get a

> " k " turning into a " g " , a " p " into a " b " and a " t " into a " d " . For the " m "

>and " n " sounds, you have to be sure to teach them as continuants- don't

>release the sound to say " mu " or " nu " .

>Hope this helps!

>

>PS- Thanks for acknowledging that there are a few good SLP's out there!!

>

>

My pleasure,

Hey, what is a continuant? I do not know whether we're getting closer to

new sounds because of our effort, or Isaac is just discovering them at his

own rate. I know he has three more consanant sounds in his repetoire and it

seems like first he has to use them in spontaneous vocalizing, then

verbalizing, and then as approximations in manding or tacting often before

he can do it on demand. " R " is coming more consistently. But, " B " still is

more elusive than you would think. His beloved word, BAGEL really varies

from time to time and I honestly don't think it is because people are not

trying to get the better sound, however, I do think he gets mushy and

better somewhat unpredictably and people are not sure what to shape and

what to just accept and encourage.

Jennie

[Guest guest]

The problem Jennie described reminds me of something we're working on. In

our case, we get a lot of repeating syllables...sd: " me " R: " meme "

We've actually found a way to consistently get the sound right but I'm

wondering if we might be creating problems down the road.

I discovered that if I gave him what I believe to be a visual prompt by

putting a very slight consonant on end of syllables that he'd model them

without repeating.

Example: Say " pah(p) " r: " pa " That ending p is almost completely voiceless

and it has definitely made a difference. We just started this last week and

haven't tried removing the prompt yet.

We have a lot of artic problems so I try to be careful to not create future

problems. My son can articulate every sound except " j " however he'll reverse

some words like " pot " for " top " or drop the initial consonant altogether. I

thought that I'd drop back and get the consonant/vowel combinations solid

first and go from there.

V., if you have a minute would you let me know what you think about

this type of prompt? Thanks.