By Pam Marshalla
Q: It seems that every SLP has a different opinion on phoneme development and the age at which sounds should be treated. For example, some SLP’s work on R at age 6 while others wait until clients are age 7 or 8. What is your opinion on sound development? I have been re-studying the developmental articulation norms for the past two years in preparation for my next book, and I have to admit the data is all over the place….
By Pam Marshalla
Q: I have heard that we should avoid the topic of tongue-thrust therapy (orofacial myofunctional therapy). I’d like to hear your thoughts on this. In my experience, problems in articulation, orofacial myology, feeding, dysphagia, and motor speech disorders are all the same thing manifested in somewhat different ways and to various degrees. All of these therapies are about facilitating new oral movements and/or fixing incorrect oral movements. I have spent my entire career (since 1975) studying the research, clinical practices,…
By Pam Marshalla
Q: I am using your “Long T Method” to establish an S sound. Now the student cannot get rid of it. For example, she pronounces “juice” as “juits.” Please help! The Long T Method from Frontal Lisp, Lateral Lisp is a process of using T to establish correct tongue position for S. One uses T, and then “blows more air” to make an aspirated T, or Long T, as a substitute for S at the ends of words. Words like…
By Pam Marshalla
Q: I am considering whether or not to purchase your book, How to Stop Drooling. I wondered if it would be appropriate for my 5th grade student? The book is appropriate for any person who drools to excess. Whether or not the ideas will help your specific student is unknown. The book contains practical ideas to consider for any type of client. Two other resources to consider: Rosenfeld-Johnson, S. (2005b) Drooling Remediation Program for Children and Adults. Tucson: Talk Tools. Johnson,…
By Pam Marshalla
Q: My colleagues and I are wondering how you go about stimulating elevation of the back of the tongue for [+Back] phonemes? The very best way to facilitate upward elevation of any part of the tongue, including the back, is to apply a bit of pressure downward at the spot you want to elevate, and to ask the client to push up against your pressure. Use a finger, tongue depressor, Nuk massager, or any other appropriate tool. This is the…
By Pam Marshalla
Q: I wanted to order some resources for the B-3 population and was wondering which of your products you recommend. The following materials of mine are useful for B-3 population. Please read about them in our online catalog. Becoming Verbal with Childhood Apraxia The Seven Stages of Phoneme Development Improving Intelligibility with Childhood Apraxia How to Stop Drooling How to Stop Thumbsucking Vowel Tracks Do You Like Pie?
By Pam Marshalla
Q: Is it normal for child 4;6 to mouth everything, including toys, walls, and doorknobs? If this isn’t normal, do you have any ideas how to eliminate this problem? I need ideas for mom to try at home. This always is a difficult topic. This is how I think about it… Mouthing this much in a four-year-old definitely is not normal. The client is over-doing it for some reason. Oral craving due to significant limitations in the ability to process…
By Pam Marshalla
Q: I have a 5-year-old boy suffering with a bad case of verbal apraxia coupled with an SI disorder. I am desperate for intensive PROMPT and oral motor treatment for my boy. Its heart breaking to watch him try so hard and fail to speak. Please help us. You sound like you are panicking — DON’T. You sound like you think that PROMPT and ORAL MOTOR are the only solutions — THEY AREN’T. There are as many ways of helping…
By Pam Marshalla
Q: What do you think of Speech Buddies? I have a set of Speech Buddies here that the creators sent to me for comment. They are a beautiful set of articulation tools. Speech Buddies are part of our return to the “phonetic placement technique” as described by Van Riper. He wrote the following: “For centuries, speech correctionists have used diagrams, applicators, and instruments to ensure appropriate tongue, jaw, and lip placement. [These] phonetic placement methods are indispensable tools in the speech…
By Pam Marshalla
Q: I have an R-student who is just about ready for dismissal. He can do almost all postvocalic R sounds, but not ER all by itself. Thus, he can say, “deer,” “door,” “dare,” and “dart.” But he cannot say “dirt.” Help! Your client is almost there! He only needs to learn how separate the ER-part from the preceding vowels he has it attached to. In other words, he needs to learn to isolate ER from the VOWEL+ER’s he is doing….
