Elements of Carryover

By Pam Marshalla

Q: I still have many high school students that have not corrected articulation errors. How long you continue to try to get these teens to carryover productions into conversation after years of no progress?

I would answer your question with a series of questions to ponder about your approach to therapy with these kids. These are the things I would think about:

  • Are you working directly on carryover activities?
  • Are you giving them speech assignments to do outside of therapy?
  • Are you helping them understand how better speech fits into the dreams, goals, and aspirations they have about their future?
  • Are you helping them understand how better speech fits into their current passions?
  • Are you designing cues they can use to remind themselves to use their new sounds in the rest of the “real world?”
  • Are you doing group activities with these kids so they can challenge each other?
  • Are you working only on single words, or are you also including phrases, sentences, paragraphs, songs, jingles, poetry, etc?
  • Are you helping these kids develop control with greater speed of production?

These are the types of issues I discuss in my new book called Carryover Techniques in Articulation and Phonological Therapy. It contains hundreds of ideas along these lines.

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