Speech Therapy -> Articulation -> Distortions

Distortions

Distortions are when a child uses a non-typical sound for a typically developing sound. Generally the parts are mostly there, but they are a little wrong. A child says a word that sounds like something what it should, but is not quite right. For example, 'shlip' instead of 'ship'.

Activity List(s) - top 20 (View all)

Goal Bank - top 20 (View all)

  • Frances will produce the /l/ phoneme in the initial, medial, and final position of the word with 90% accuracy across 3 consecutive sessions with fading visual cues in imitative, then spontaneous phrases, sentences, and paragraphs moving on to expanded syllable levels, brief and longer monologues, and word when ready to demonstrate age-appropriate articulation over 3 therapy sessions. 2
  • David will produce prevocalic /r/ in words/phrases/sentences to participate in active decision-making in 3 /4 opportunities with 50% modeling for 4 data collections. 0
  • Marline will correctly imitate, then spontaneously produce the /r/ phoneme (including s-blends) in all word positions in words, phrases, sentences, and finally conversation with 80% accuracy over 3 consecutive sessions in order to improve intelligibility. 3
  • Tobias will correctly produce /k/ in all positions of words imitatively, then spontaneous words, phrases and sentences with 80% accuracy as measured by data collection, informal speech screenings, and observations to demonstrate articulation skills over 5 therapy sessions. 1
  • Melissia will produce long vowels, short vowels, and diphthongs in isolation with 90% accuracy across 3 consecutive sessions to improve articulation skills. 2
  • Given visual and verbal stimuli, Jill will correctly produce VC/CV words first in imitation then spontaneously in phrases and sentences with 90% accuracy across 3 therapy sessions to improve speech intelligibility. 2
  • Fermina will imitate age appropriate bilabial sounds (p,b,m) and age-appropriate consonants (n, w, h, t, k, f, g) in consonant+ vowel, vowel+consonant, consonant+vowel+consonant, and consonant+vowel+consonant+vowel combinations with 80% accuracy across 5 consecutive sessions to improve speech intelligibility. 3
  • Clement will imitate, then produce "ng" in MWP and FWP (including blends) in syllables, words, and phrases with 80% accuracy over 5 consecutive sessions as measured by clinical observation and documentation to increase overall speech intelligibility. 3
  • Raylene will produce previously learned speech sounds in all positions of words, at the phoneme level spontaneously with 80% accuracy, for 3 consecutive sessions to improve speech intelligibility. 2
  • William will produce /r/-blends in initial, medial, and final word positions moving from imitation to elicited production in isolation, syllables, words, and then phrases, progressing from one level to the next when mastery is achieved with 90% accuracy over 3 consecutive sessions to improve speech intelligibility. 2
  • Mary will self-monitor and correctly produce speech sounds in words, structured phrase, and unstructured sentence with 80% accuracy across 3 consecutive sessions with minimal cues to improve overall intelligibility. 3
  • Wynell will produce the voiceless "th" phoneme in the all position of words with typical speaking rate in spontaneous utterances with at least 90% accuracy, and will self-monitor/correct errors with the fading use of therapist cueing across 3 consecutive sessions to increase speech intelligibility. 1
  • Grady will produce affricate phonemes (including /ch, dj/) in all word positions moving from imitation to elicited productions to spontaneous productions in word, phrase, sentence, and finally conversation, progressing from one level to the next with 80% accuracy over 3 consecutive sessions to improve overall speech intelligibility. 5
  • Rick will produce /p/ in all positions spontaneously in words, phrases and sentences with 90% accuracy across 3 therapy sessions to increase intelligibility. 2
  • Edelmira will produce /p/ phoneme in the initial, medial, and final position of words at the phonemes, syllables, and word level with 90% accuracy across 3 sessions as measured by data collection and observation to improve overall speech intelligibility. 3
  • Rolf will produce the following phonemes /g, k, d, y, sh, ch, l, r, j, th, v, s, z/ in all positions of the word in imitative, then spontaneous syllables, words, and phrases, sentence, and conversation when ready with 80% accuracy over 3 consecutive sessions to improve overall speech intelligibility. 2
  • Sallie will produce s-blends, l-blends and r-blends in all positions of the word in imitative, then spontaneous words, phrases, and sentences with 80% accuracy across 3 consecutive sessions as measured by clinician data and observation to increase overall speech intelligibility. 2
  • Mauro will produce a variety of consonant-vowel combinations including CV, VC, CVC, and CVCV words with fading prompts in structured and play activities to improve speech intelligibility with 90% accuracy across 3 sessions. 2
  • Jane will produce prevocalic /r/ at the sentence level spontaneously to express needs, in 4 / 5 trials given 25% verbal modeling across 3 consecutive therapy sessions. 0
  • Raymundo will spontaneously produce /l/ in all positions of words in words with 90% accuracy over 3 consecutive sessions to improve overall speech intelligibility. 2

Resources - top 20 (View all)

Professionals

Professionals who selected this minor focus area as their top area of expertise.

  • Rosemary O'Brien

    Rosemary O'Brien

    Therapist CF-SLP

    Areas that I enjoy working with include fluency, AAC, and gestalt language processing. I currentl...

    • Sidekick Therapy Partners Sidekick Therapy Partners

Reference links

  • Segmentation and Representation of Consonant Blends In Kindergarten Children’s Spellings 0 Author: Krystal L. Werfel and C. Melanie Schuele - During the period of emergence, the properties of phonemes that comprise consonant blends influence children’s ability to segment and represent blends. This finding has implications for how phonemic awareness, spelling instruction, and intervention might proceed. Results Kindergarten children showed varied ability to segment and represent consonant blends and were differentially successful depending on the linguistic features of the blends. Children were more likely to represent initial blends than final blends, final nonnasal blends than final nasal blends, nonhomorganic blends than homorganic blends, and initial nasal blends than final nasal blends.
  • Speech Sound Errors. The Most Common Speech Errors a Child is Likely to Make. 1 Author: David Newmonic - Speech Sound Errors: Speech production difficulties are the most common form of communication impairment school-based speech pathologists are likely to encounter when working in schools.