Speech Therapy -> Articulation -> Substitutions
Substitutions
A very common speech sound error is the substitution, sound changes in which one sound class replaces another sound class. An example is 'thun' for 'sun'.
Reference links
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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.
www.speechlanguage-resources.com -
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.
pubs.asha.org
Activity List(s)
Top 20 (View all)
- /b/ all positions (48) 1
- Initial /f/ 0
- /s/ words. 0
- Thanksgiving/Fall /k/ words 0
- Initial /b/ 1
- 1 syllable words k list 1
- /or/ words in AWP 1
- Medial /s/-blends 0
- Halloween /k/ /g/ words 0
- Halloween /r/ words 1
- /ch/ Word List (Initial Position) 2
- Medial /s/ 0
- /ch/ all positions 1
- Final /d/ Words 1
- Medial /r/ 0
- Initial /h/ 0
- /d/ Word List (Medial Position) 1
- Winter /k/ words AWP 0
- /br/ Blends (Ambiki Resource Library) 1
- /b/ Word List (Final Position) 2
Goal Bank
- 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. 2
- 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. 4
- 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
- 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
- Melissia will produce long vowels, short vowels, and diphthongs in isolation with 90% accuracy across 3 consecutive sessions to improve articulation skills. 3
- 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. 6
- Rick will produce /p/ in all positions spontaneously in words, phrases and sentences with 90% accuracy across 3 therapy sessions to increase intelligibility. 2
- In order to improve speech intelligibility, Diane will reduce velar fronting (e.g., tup/cup; do/go) by producing /k, g/ in all word positions given minimal pairs (e.g., tup vs. cup) working from the word level to the conversational level with 80% accuracy given minimal cues over 5 consecutive sessions. 4
- 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. 4
- 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
- Marline will correctly imitate, then spontaneously produce the /r/ phoneme (including 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
- Raymundo will spontaneously produce /l/ in all positions of words in words with 90% accuracy over 3 consecutive sessions to improve overall speech intelligibility. 3
- 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
- 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. 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. 4
- 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. 3
- 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. 1
- 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
- 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
- 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. 3
Resources
Top 20 (View all)
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Articulation /d/ Coloring Sheets: All Positions
Sara Lowczyk
These are all positions of /d/ in words with pictures available for coloring. 2 sheets for initial, 2 sheets for medial, 2 sheets for final and 6 combination sheets.
2
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Medial /k/ Seek and Find
Alyssa Sadler
Seek and Find checklist targeting medial /k/ words. Cut out objects and hide around the room. Have client seek objects, talk about them, and check them off the list once found. Visual schedule incl...
2
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/s/ Blends (mixed) With Has/have Pronouns (He, She, They, I)
Lori Zahorodny
Mixed /s/ blends with has/have and pronouns (He, She, They, I)
1
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/l/ Articulation Cards
Breann Voytko
Articulation Cards for /l/ in all positions: Initial: 16 targets; Medial: 16 targets; Final: 16 targets
2
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/g/ Articulation Cards
Breann Voytko
Articulation Cards for /g/ in all positions: Initial: 16 targets; Medial: 16 targets; Final: 16 targets
2
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/m/ Articulation Cards
Breann Voytko
Articulation Cards for /m/ in all positions: Initial: 16 targets; Medial: 16 targets; Final: 16 targets
1
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Articulation /d/ Sentence Coloring Sheets: All Positions
Sara Lowczyk
These are /d/ words in all positions of sentences with pictures available for coloring. 2 pages (5 sentences) for each position: initial, medial and final.
1
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/k/ and /g/ Christmas Trees
Sara Lowczyk
/k/ and /g/ words in Christmas trees. Separated into their positions on separate trees as well as a mixed tree for each. Powerpoint uploaded so therapists can edit if they choose.
1
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/sk/ Blend
Ambiki
Articulation Resource. Speech Resource. SLP. Articulation cards for the /sk/ blend in the initial position. Each card contains one word and associated image. Words: skateboard, skunk, ski, skillet,...
2
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Articulation /ch/ Sentence Coloring Sheets: All Positions
Sara Lowczyk
These are /ch/ words in all positions of sentences with pictures available for coloring. 2 pages (5 sentences) for each position: initial, medial and final.
1
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/bl/ Blend
Ambiki
Articulation cards for the /bl/ blend in the initial position. Each card contains one word and associated image. Words: blueberries, blocks, blender, blindfold, blacksmith, blimp, blanket, blowfish...
2
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Initial /sw/ Blends In Words Coloring Pages
Sara Lowczyk
These are initial /sw/ blends in words with pictures available for coloring. Powerpoint also uploaded so that individual therapists may edit if they choose.
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St. Patrick’s Day Speech Homework
Breann Voytko
Have some fun with this customizable shamrock homework sheet
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