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Speech Case Study Spring 2002

Speech Case Study Spring 2002. By. Introduction. Audience Deaf Education Teachers Goal To present information regarding speech education techniques used with a student in a deaf education classroom.

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Speech Case Study Spring 2002

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  1. Speech Case StudySpring 2002 By

  2. Introduction • Audience • Deaf Education Teachers • Goal • To present information regarding speech education techniques used with a student in a deaf education classroom. • This case study was completed during my Junior Speech Practicum experience. Throughout the course of the semester I taught five individual speech lessons in a deaf education preschool setting. During the lessons I used a variety of speech techniques to help a student’s speech become more intelligible. Overall, the lessons were a success and the student was able to correctly produce the /b/ phoneme in the initial position with 90% accuracy.

  3. Student Information • Male • 4 years old • Profound hearing loss • Wears a behind-the-ear hearing aid • Uses a FM system in the classroom • In a self contained classroom

  4. Student’s Audiogram Frequency in Hertz Hearing Level in Decibels

  5. Audiogram of Normal Hearing

  6. Types of Hearing Loss

  7. Speech Techniques Used • Oral Motor Stimulation • Fun dip, crackers and cheese, cookies and icing, and suckers. • Breathing exercises • Blowing a balloon and bubbles. • Syllable drills • a-e a-e, ee ee, i-e i-e, o-e o-e, oo oo • bi-e, b-a-, bo-e, and baw (nonsense syllables) • Duration • aaww stretching the slinky out

  8. Speech Techniques Used • Tactile Kinesthetic Phonetics • Modeling and Imitation • Mirror • Tactile –tapping on his leg to help with the amount of syllables

  9. Behavioral Objective • During Ling 6 Sound check, the student will be able to identify and correctly repeat back all of the Ling 6 sounds with 100% accuracy.

  10. Ling 6 Sound Chart

  11. Behavioral Objective • Given the model from the teacher, the student will correctly voice each of the four nonsense syllables 2 out of 2 times. baw bo-e bi-e b-a- (ball boat bike bat)

  12. Behavioral Objective • When asked by the teacher, the student will correctly produce each of the targeted words 8 out of 10 times with modeling and tactile cueing from the teacher if necessary. bat ball bike boat

  13. Description of Lesson • Type of Lesson • Production of the /b/ phoneme in the initial position of target words. • Level of Lesson • Introduction of Target Words • The Theme of the Lesson • Playing with toys after correctly producing the target words.

  14. Toys Used in the Lesson boat bat

  15. Toys Used in the Lesson ball bike

  16. Book with the Target Words

  17. Reference to IEP • The student will use sign, voice, and sounds (as stimuable) to practice words and word combinations related to school and daily routines. • The student will produce vowel sounds, vowel sequences, and isolated consonants using sounds as stimuable. • The student will imitate CV, VC, VCV, CVCV syllables and words.

  18. Reference to IEP • The student will use sign, voice, and sounds to initiate and respond with words and word combinations in the context of structured activities. • The student will discriminate target words from sets of 3 to 5 objects with associated sounds with maximum pattern contrasts when presented auditorily

  19. Behavioral Objective • During the take home activity, the student will correctly produce 4 out of the 4 targeted phrases with modeling and tactile cueing from the teacher if necessary before putting the picture on each page of the book. Bat in box Ball in box Boat in box Bike in box

  20. During auditory training the student will correctly identify 4 out of the 6 random trials of the targeted words. During speechreading the student will correctly identify 4 out of the 6 random trials of the targeted words. Behavioral Objective

  21. Percentage of correctly producing the /b/ phoneme in the initial position

  22. Results of the Graph • I collected data on the student’s correct production of the /b/ phoneme in the initial position by the phoneme in isolation, nonsense syllables, target words, and targeted phrases. • Results from the graph indicate that the student increased the accuracy of correctly producing the /b/ phoneme in the initial position.

  23. Instructional Accommodations • Modification of Language Level • Control of Motivating Materials • Better detection of speech errors • Modification of expected responses when the student was unable to produce original target objective

  24. Instructional Resources • Microsoft Office Clip Art Gallery • A Speech Guide for Teachers and Clinicians of Hearing Impaired Children • The Comprehensive Signed English Dictionary • Tactile Kinesthetic Phonetic by Lori Hahm and Linda Nyland of Illinois State University • Dr. Maribeth Lartz of Illinois State University

  25. Reflection • The student loved to make books • Have better control of materials • Better eye contact when giving directions • The most important role of a speech teacher is the listening ear which will help detect speech errors from the students.

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