To produce the /t/ sound, have the child tap her tongue right behind her top, front teeth. Have the child hum if it’s the voiced one. There are actually two versions of this sound, one with the voice on (like “the”) and one with the voice off (like “thumb”). To produce the “th” sound, have the child place her tongue tip between her teeth and blow. If the child is struggling to hold his lip with his teeth, have him use his finger to keep it in place. If the child is struggling with this, try having him hum a tune while biting his bottom lip with his top teeth. To produce the /v/ sound, use the same cues as /f/ except that you will need to have the child hum or turn his voice on. You may need to have the child use her finger to keep her lip in the right place. Bite your bottom lip (use a mirror to help your child see what she is doing).Use these cues to help the child to say the /f/ sound: The mouth should not open at all during this sound, all of the air should come out of the nose. Have the child hold his lips closed and then ask him to hum or turn his voice on. The /m/ sound is produced by pushing the lips together and humming. To make the /w/ sound, have the child start by saying “oo” like in “boo” and then slowly move the lips apart to say “uh”. You can have her whisper the sound if she’s making it sound like a /b/ instead of a /p/. If the child is having trouble with /p/, use the same cues as for /b/ but you will not tell her to turn her voice on. Help your child push his lips together with his fingers if he’s having trouble getting them closed Watch My Mouth (this will help him see what your lips are doing).To produce the /b/ sound, use the following cues with the child. Have them say a few /t/ sounds and then tell them to “explode” it out (or elongate it) to make it into an /s/ sound. For example, if they are having trouble producing the /s/ sound, we can use /t/ because the tongue is in the same position. Use a sound that the child can produce correctly to facilitate production of a similar sound.
Use Other Sounds: This technique is called co-articulation.If the sound requires the tongue to touch the roof of the mouth (such as /t/, /d/, /n/), use a tongue depressor to tap the roof of the mouth where the tongue should touch (right behind the front teeth).
For example, if the sound requires the child’s lips to touch, have him use his fingers to touch his lips first to feel where that sensation should occur.
#STRUGGLE SESSION NOISE FULL#
Exaggerate the sound and make sure you are only saying the sound by itself, not a full word with the sound. Repetition: Draw the child’s attention to your mouth and then have the child repeat the sound after you first.In addition to the placement cues for speech sounds below, try these other strategies for helping a child learn to say a new sound: Facilitation Techniques for Sounds in Isolation: The child should practice each speech sound by itself until he/she can comfortably say it before moving on to saying that sound in syllables, words, and phrases. These cues can help a child learn to produce each sound in isolation (by itself, not it words). Below are the placement cues and some facilitation techniques for each speech sound. The hardest part of teaching speech sounds is helping the child learn the tongue placement and placement for their other articulators.
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