![]() ![]() I highly recommend you learn how to implement this technique because it is effective. This technique is explained in detail in the Talk Tools program. Here is the link to the website. This approach is taught by Sara Rosenfeld-Johnson in her Talk Tools program. Basically, what you do is place the cereal behind the bottom front teeth and have the child place the tip of his tongue in the cereal hole and hold it there to keep the tip down while making the /k/ using the back of the tongue. You can also get correct tongue positioning for /k/ using cereal-Cheerios or Fruit Loops. ![]() If you really want to be the fun “speech teacher” why not bring some popcorn to eat in therapy? Just check for food allergies first ) If they forget to get their tongue up when drilling syllables or words, just cue with “clear out the popcorn.” Once they “get it” you can shape it into a beautiful /k/ in isolation and begin your regular therapy. We do this until I feel they fully understand what I mean when I say use the back of your tongue. To teach them how to find and lift the back of their tongues, we practice that horrible hacky-growly guttural sound we make when clearing out the popcorn. Every child I have had in therapy can show me with 100% accuracy where the front and back of the mouth is located on a drawing and can point to the front and back of their own mouths, but yet cannot put their own tongues there. Most all of us have eaten popcorn and don’t we all, at times, get a husk caught on the back of our tongue and have to clear it out? That is what I use to help them understand what I mean by the back of the mouth or back of the tongue, etc. So to help them “get it” I try to relate the sound to something to which they are familiar. They just don’t “get it.” It also seems that they more often than not just don’t get it when we try to show and explain how to do those sounds that are made in the back of our mouths: /k/, /g/, /r/. In my many years of practice, I have found that the major reason a child cannot imitate a sound from our model and demonstration is simply that they don’t understand what we are telling them to do. ![]() I am just sharing an out of the box idea for when all else has failed. This tip is not EBP and I am not trying to pass it off as such. We are simply sharing some ideas of things to try. Please remember what works with one child does not always work with another. All these tips have been used successfully by several of my colleagues and me. These tips are not in any particular order, so don’t think Tip #1 is the best. Luckily there are several ways to go about teaching this sound. Think about it, a baby’s first sounds are goo-goo and ga-ga, so isn’t /k/ just a naturally developing response? It makes me go, hmmm. "For you who are new to the field of SLP, I want to give tips and tricks to make your therapy more effective. For you more mature SLPs I want you to feel comfortable with technology and social media."ĪpI have often felt baffled as to why kids cannot produce /k/ when developmentally we make posterior sounds before anterior. She started 2 Gals Speech Products, LLC in 2007, spoke at several speech conferences and have been published in the ASHA Leader. Today she creates tangible things that she sells in her Etsy store as well as digital downloads in her TpT store. Upon reaching out to her for permission, here's what Dean wrote: "I found TalkTools to be great for oral awareness and teaching segmentation of articulators!"ĭean Trout worked for 31 years as a Speech Therapist in the public school system and for 4 years in her own speech clinic. This is a repost from Dean Trout’s Little Shop of SLP, with permission from the author. ![]()
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