Increasing your repertoire of speech sound elicitation techniques
Tracks
3
Articulation
Phonological impairment
Speech sound disorders
| Sunday, June 15, 2025 |
| 10:30 AM - 10:40 AM |
Overview
Rebecca Reinking
Details
⏫ Skill-building session
⏲️ 10.30am - 11.30am
⌛60-minutes
📚 Assumed knowledge of attendees: Intermediate (Some previous learning/working knowledge of topic e.g. treated a few cases)
⏲️ 10.30am - 11.30am
⌛60-minutes
📚 Assumed knowledge of attendees: Intermediate (Some previous learning/working knowledge of topic e.g. treated a few cases)
Presenter
Mrs Rebecca Reinking
Adventures In Speech Pathology, ATUNE Health Centres
Increasing your repertoire of speech sound elicitation techniques
10:30 AM - 11:30 AMPresentation summary
Have you ever struggled to elicit a clear speech sound in your therapy session and want to broaden your speech sound cueing repertoire?
Many speech-language pathologists (SLPs) encounter challenges during the elicitation phase with clients. Weeks of minimal progress with nonstimulable sounds can not only impede therapeutic progress but also lead to frustration and disengagement.
This skill-building session is designed to enhance SLPs' cueing strategies by introducing a broader range of techniques. Through case studies, demonstrations, and real-life therapy videos, the presenter will explore six different types of production cues.
Participants will learn how to individualise multisensory production cues and expand their cueing repertoire, leading to more effective elicitation and therapy outcomes.
Many speech-language pathologists (SLPs) encounter challenges during the elicitation phase with clients. Weeks of minimal progress with nonstimulable sounds can not only impede therapeutic progress but also lead to frustration and disengagement.
This skill-building session is designed to enhance SLPs' cueing strategies by introducing a broader range of techniques. Through case studies, demonstrations, and real-life therapy videos, the presenter will explore six different types of production cues.
Participants will learn how to individualise multisensory production cues and expand their cueing repertoire, leading to more effective elicitation and therapy outcomes.
Refrences
Alibali, M., Kita, S., & Young, A.J. (2000). Gesture and the process of speech production: We think, therefore we gesture. Language and Cognitive Processes, 15, 593 - 613.
Baker, E. (2020). Minimal pairs intervention. In A. L. Williams, S. McLeod, & R. J. McCauley (Eds.), Interventions for Speech Sound Disorders in Children, 2nd Edition (pp. 33-96).Baltimore, Paul H. Brookes Pub.
Furlong, L. M., Morris, M. E., Serry, T. A., & Erickson, S. (2021). Treating Childhood Speech Sound Disorders: Current Approaches to Management by Australian Speech-Language Pathologists. Language, Speech, and Hearing Services in Schools, 52, 581-596.
Gillon, G. (2005). Facilitating Phoneme Awareness Development in 3- and 4-Year-Old Children With Speech Impairment. Journal of Language, Speech, and Hearing Services in Schools, 36(4), 308-324.
Marshalla, P. (2020). The Marshalla Guide: A Topical Anthology of Speech Movement Techniques for Motor Speech Disorders and Articulation Deficits. Ashland, OR: Marshalla Speech & Language.
Miccio, A.W., & Williams, A. L. (2020). In A. L. Williams, S. McLeod, & R. J. McCauley (Eds.), Interventions for Speech Sound Disorders in Children, 2nd Edition (pp. 33-96).Baltimore, Paul H. Brookes Pub.
Morsella, E., & Krauss, R. (2002). Movement Facilitates Speech Production A Gestural Feedback Model.Nuffield Centre Dyspraxia Programme Ltd. (2016). NDP3 treatment approach. https://www.ndp3.org/treatment-approach/
Passy, J. (2010). Cued Articulation: Consonants and Vowels (Revised Edition). ACER Press.
Preston, J. L., Benway, N. R., Leece, M. C., Hitchcock, E. R., & McAllister, T. (2020). Tutorial: Motor-Based Treatment Strategies for /r/ Distortions. Journal of Language, Speech, and Hearing Services in Schools. doi:10.1044/2020_LSHSS-20-00012
Rauscher, F., Krauss, R., & Chen, Y. (1996). Gesture, Speech, and Lexical Access: The Role of Lexical Movements in Speech Production. Psychological Science, 7, 226 - 231.
Rusiewicz, H. L., & Rivera, J. L. (2017). The effect of hand gesture cues within the treatment of /r/ for a college-aged adult with persisting childhood apraxia of speech. American Journal of Speech-Language Pathology, 26(4), 1236-1243.
Secord, W., Boyce, S. E., Donohue, J. S., Fox, F. A., & Shine, S. E. (2007). Eliciting Sounds: Techniques & strategies for clinicians (2nd ed.). Clifton Park: NY Thomson Delmar Learning.
Weiner, F. (1981). Treatment of phonological disability using the method of meaningful contrast: Two case studies. Journal of Speech and Hearing Disorders, 46, 97-103.
Williams, P., & Stephens, H. (Eds) (2004). The Therapy Manual of The Nuffield Centre Dyspraxia Programme, 3rd Edition. London: The Nuffield Centre Dyspraxia Programme Ltd.
Baker, E. (2020). Minimal pairs intervention. In A. L. Williams, S. McLeod, & R. J. McCauley (Eds.), Interventions for Speech Sound Disorders in Children, 2nd Edition (pp. 33-96).Baltimore, Paul H. Brookes Pub.
Furlong, L. M., Morris, M. E., Serry, T. A., & Erickson, S. (2021). Treating Childhood Speech Sound Disorders: Current Approaches to Management by Australian Speech-Language Pathologists. Language, Speech, and Hearing Services in Schools, 52, 581-596.
Gillon, G. (2005). Facilitating Phoneme Awareness Development in 3- and 4-Year-Old Children With Speech Impairment. Journal of Language, Speech, and Hearing Services in Schools, 36(4), 308-324.
Marshalla, P. (2020). The Marshalla Guide: A Topical Anthology of Speech Movement Techniques for Motor Speech Disorders and Articulation Deficits. Ashland, OR: Marshalla Speech & Language.
Miccio, A.W., & Williams, A. L. (2020). In A. L. Williams, S. McLeod, & R. J. McCauley (Eds.), Interventions for Speech Sound Disorders in Children, 2nd Edition (pp. 33-96).Baltimore, Paul H. Brookes Pub.
Morsella, E., & Krauss, R. (2002). Movement Facilitates Speech Production A Gestural Feedback Model.Nuffield Centre Dyspraxia Programme Ltd. (2016). NDP3 treatment approach. https://www.ndp3.org/treatment-approach/
Passy, J. (2010). Cued Articulation: Consonants and Vowels (Revised Edition). ACER Press.
Preston, J. L., Benway, N. R., Leece, M. C., Hitchcock, E. R., & McAllister, T. (2020). Tutorial: Motor-Based Treatment Strategies for /r/ Distortions. Journal of Language, Speech, and Hearing Services in Schools. doi:10.1044/2020_LSHSS-20-00012
Rauscher, F., Krauss, R., & Chen, Y. (1996). Gesture, Speech, and Lexical Access: The Role of Lexical Movements in Speech Production. Psychological Science, 7, 226 - 231.
Rusiewicz, H. L., & Rivera, J. L. (2017). The effect of hand gesture cues within the treatment of /r/ for a college-aged adult with persisting childhood apraxia of speech. American Journal of Speech-Language Pathology, 26(4), 1236-1243.
Secord, W., Boyce, S. E., Donohue, J. S., Fox, F. A., & Shine, S. E. (2007). Eliciting Sounds: Techniques & strategies for clinicians (2nd ed.). Clifton Park: NY Thomson Delmar Learning.
Weiner, F. (1981). Treatment of phonological disability using the method of meaningful contrast: Two case studies. Journal of Speech and Hearing Disorders, 46, 97-103.
Williams, P., & Stephens, H. (Eds) (2004). The Therapy Manual of The Nuffield Centre Dyspraxia Programme, 3rd Edition. London: The Nuffield Centre Dyspraxia Programme Ltd.
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Rebecca Reinking, CPSP, CCC-SLP is a practising speech-language pathologist who is passionate about helping SLPs feel more confident in treating speech sound disorders. She has a particular interest in articulation and phonology and strives to connect and collaborate with speech scientists to bridge the gap between research and clinical practice. Rebecca currently works part-time in private practice and is also the owner of Adventures in Speech Pathology, where she creates evidence-based therapy resources for SLPs.
The information contained in this program is current at of the time of publishing but is subject to changes made without notice.
Disclaimer: © (2024) The Speech Pathology Association of Australia Limited. All rights reserved.
Important Notice, please read: The views expressed in this presentation and reproduced in these materials are not necessarily the views of, or endorsed by, The Speech Pathology Association of Australia Limited ("the Association"). The Association makes no warranty or representation in relation to the content, currency or accuracy of any of the materials comprised in this presentation. The Association expressly disclaims any and all liability (including liability for negligence) in respect of use of these materials and the information contained within them. The Association recommends you seek independent professional advice prior to making any decision involving matters outlined in this presentation including in any of the materials referred to or otherwise incorporated into this presentation.
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