I went to speech with Zack Tues and Wednesday so I could meet his new students. Here are the notes I took.

Tuesday, February 18, 2020
Sarah Hanson


Phono motor approach to target apraxia and aphasia both


Little over 1/2 way done with vowels


Sarah says the phonemes then Zack repeats

Uh
puh buh fuh vuh tuh duh kuh guh thuh the suh zuh shuh as in shut not shot zhuh chuh juh as in just luh (l is the sound she’s noticed he misses the most both in isolation and in connected speech) ruh muh nuh as in enough huh wuh (w+uh=wuh)
up ub uf uv ut as in but ud uk ug uth uthe as in other us uz ush uzh uch uj (u+j=in) um un as
in under


uh aww confusion. Use mirror to notice jaw height difference. Uh like you got hit in the stomach. Another has both sounds. Nut is another good example. nut v not bought v but


I cry eye (long I)
pi bi fi vi ti di ki gi thi thy si zi shy zhi chi ji li ri mi ni hi wi
ipe ibe ife ive ite ide ike ig ith ithe ise (ice) ize ish izh iche ij ile ire ime ine as in wine


u as in you
poo boo foo voo too do koo not kyoo goo thu voiced thu soo zoo shoo zhoo choo joo loo roo moo noo hoo woo (w+o=woo)
oop oob oof oov oot oo+d=ood as in rude ook oog ooth oothe oose as in moose ooze oosh as in woosh not oash oozh ooch ooj ool oor oom oon


oi as in boy dipthongs 2 vowel sounds together


Wednesday, February 19, 2020
Lauren Hampson
Phonomotor approach treatment manual page 28 of 116
Started with consonants, now vowels, then combining consonants and vowels and working up to phrases and sentence level


1st showing pics from the weekend on his ipad. She’s never been to Mono lake or Bishop, it seems. Is impressed with his photography.


Picture of b mouth. Z identifies it as the voiced pair. Then the letters er. He puts the 2 together (with the visual cues, no auditory)
er +b = ber 5 x
What’s the quiet one? Do you want me to show you? p er +p =per
V mouth ver fer f f f fer fer fer fer fer
t mouth (quiet) d is noisy ter Are we saying the same thing? der
k g mouth Use the mirror to make your mouth look the same
th th – fastest of both pairs yet
s z
sh I notice you like the ones that are true words. Would you say that’s accurate? zh
ch j er
l er We’re gonna come back bc that one’s a little whirly
r er
m er
n er
h er
Tami came in to compliment on his sound production but says to be careful of his jaw position and watch extra vowel ie ha+er doesn’t = her
w
5 points of the therapy: pictures auditory motor orthographic kinesthetic
Lauren does pictures and motor and Sarah focuses on auditory
or going backwards through the consonants
w h nyor ner
Tami says before combining make sure each sound is really sharp. Go back to n picture and say it right 5 x then or 5 x
Zack asks why can’t he also see the letters that go with the mouths? Tami says that she learned about this approach and thought it would be good for Zack bc when he’s speaking he gets bogged down in beg sound production. Hopefully this approach, which is weird and maybe not fun, will help with the motor planning challenges of apraxia.
Decide if seeing the letter makes you say the letter name instead of the sound, then don’t use them. r + or = or
Student needs to mark if Zack produces the sound with visual card cue, visual student cue, auditory student cue or no cue so the score sheets show progress
Elisa is not credentialed to supervise acc to the med school so Tami is back on the case. Yay!
l is tricky in isolation. Helps to see Lor. Where is your tongue?
ch or cher
j
zhshor Are we producing it the same?