This advice-column-style blog for SLPs was authored by Pam Marshalla from 2006 to 2015, the archives of which can be explored here. Use the extensive keywords list found in the right-hand column (on mobile: at the bottom of the page) to browse specific topics, or use the search feature to locate specific words or phrases throughout the entire blog.
Q: I have a preschool client who prevocalically voices everything – b/p, d/t, g/k, and so forth. Do you have any suggestions?
Most kids get voicelessness in the final position months before they can do it in the initial position. Here is the order in which I usually work these sounds into the child’s phonological repertoire:
Take a step back and work on final voiceless stops — /p/, /t/ and /k/. Use words like up, cup, eat, out, ick, book.
Then go to final voiceless sibilants — /f/, /s/, /sh/, /ch/. Use words like off, bus, push, ouch.
Then go to final /s/-clusters — /ps/, /ts/, /ks/. Use words like cups, boots, books.
Then go to words with initial /s/-clusters — /sp/, /st/, /sk/. Use words like spoon, star, skate.
Lastly work on the initial voiceless singletons — initial /p/, /t/, /k/, etc.
I heard Barbara Hodson speak in 2006, and she reported that she sees the same basic sequential pattern in children’s acquisition of these voiceless sounds.