For instance, a minimal pair for the process of consonant deletion would be the words “cow” and “couch.” This technique helps the child increase their awareness to the final sound and how that sound changes the meaning of the word. Minimal pairs are words that differentiate in meaning by a single sound. Always wait until they can actually get some success with /k, g/ productions before attempting targeted speech productions. This will also increase their awareness because if they are trying to say a /k, g/ but produce /t, d/ you will label it as a “tippy.” Be careful! This can lead to frustration when they are unable to produce the sound. Once you start working on productions, you can have the child try to produce the different sounds and you label them (e.g. Once they have done this, I move up to syllables and words depending how fast they catch on. I say the sound in isolation such as /t/ or /k/ and then ask the child to point to the picture to identify the sound as a tippy/throaty or they can verbally label it. Then, I work on identification and discrimination. It is crucial at this stage that children do not practice producing sounds until they can discriminate accurately, because we don’t want them making speech errors and reinforcing the wrong production pattern. For instance, I would have a child sit doing a mundane task such as a puzzle or coloring while listening to me say words with a lot of /k, g/ sounds to stimulate their auditory processing system for these sounds. Auditory bombardment is when we stimulate the auditory processing system by listening to words with the target sounds in specific positions. Therefore, in the majority of cases, phonology treatment starts with what we call auditory bombardment and minimal pair discrimination. Although, we always recommend a hearing evaluation to eliminate the possibility of a hearing loss for this reason. This is not an issue with their physical hearing but more their perception of sounds. For instance, a child who using the pattern of fronting saying “tat” for “cat” and “dame” for “game” may not auditorily hear a difference between phonemes /t, d/ and /k, g/. A big component in phonological pattern treatment is increasing the child’s awareness of where/how sounds are produced and the ability to discriminate between sounds.
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