speech case study spring 2002 by. introduction audience deaf education teachers goal to present...
TRANSCRIPT
Speech Case StudySpring 2002
By
Introduction
AudienceDeaf Education Teachers
GoalTo present information regarding speech education techniques used with a student in a deaf education classroom.
This case study was completed during my Junior Speech Practicum experience. Throughout the course of the semester I taught five individual speech lessons in a deaf education preschool setting. During the lessons I used a variety of speech techniques to help a student’s speech become more intelligible. Overall, the lessons were a success and the student was able to correctly produce the /b/ phoneme in the initial position with 90% accuracy.
Student Information
Male4 years oldProfound hearing lossWears a behind-the-ear hearing aidUses a FM system in the classroomIn a self contained classroom
Student’s Audiogram
0102030405060708090
100110120
250 500 1000 2000 4000
Left Ear Right Ear
Heari
ng
Level in
D
eci
bels
Frequency in Hertz
Audiogram of Normal Hearing
Types of Hearing Loss
Speech Techniques Used
Oral Motor StimulationFun dip, crackers and cheese, cookies and icing, and suckers.
Breathing exercisesBlowing a balloon and bubbles.
Syllable drillsa-e a-e, ee ee, i-e i-e, o-e o-e, oo oobi-e, b-a-, bo-e, and baw (nonsense syllables)
Durationaaww stretching the slinky out
Speech Techniques Used
Tactile Kinesthetic PhoneticsModeling and ImitationMirrorTactile –tapping on his leg to help with the amount of syllables
Behavioral Objective
During Ling 6 Sound check, the student will be able to identify and correctly repeat back all of the Ling 6 sounds with 100% accuracy.
Ling 6 Sound Chart
aw oo ee sh s m
Day 1 k
Day 2 k
Day 3 k
Day 4 k
Day 5 k
Behavioral Objective
Given the model from the teacher, the student will correctly voice each of the four nonsense syllables 2 out of 2 times.
baw bo-e bi-e b-a-(ball boat bike bat)
Behavioral Objective
When asked by the teacher, the student will correctly produce each of the targeted words 8 out of 10 times with modeling and tactile cueing from the teacher if necessary. bat ball bike
boat
Description of Lesson
Type of LessonProduction of the /b/ phoneme in the initial position of target words.
Level of LessonIntroduction of Target Words
The Theme of the Lesson Playing with toys after correctly producing the target words.
Toys Used in the Lesson
boatbat
Toys Used in the Lesson
bike
ball
Book with the Target Words
Reference to IEP
The student will use sign, voice, and sounds (as stimuable) to practice words and word combinations related to school and daily routines.The student will produce vowel sounds, vowel sequences, and isolated consonants using sounds as stimuable.The student will imitate CV, VC, VCV, CVCV syllables and words.
Reference to IEP
The student will use sign, voice, and sounds to initiate and respond with words and word combinations in the context of structured activities.The student will discriminate target words from sets of 3 to 5 objects with associated sounds with maximum pattern contrasts when presented auditorily
Behavioral Objective
During the take home activity, the student will correctly produce 4 out of the 4 targeted phrases with modeling and tactile cueing from the teacher if necessary before putting the picture on each page of the book.
Bat in box
Ball in box
Boat in box
Bike in box
Behavioral Objective
During auditory training the student will correctly identify 4 out of the 6 random trials of the targeted words.
During speechreading the student will correctly identify 4 out of the 6 random trials of the targeted words.
Percentage of correctly producing the /b/ phoneme in the initial
position
0%10%20%30%40%50%60%70%80%90%
100%
Lesson 2 Lesson 3 Lesson 4 Lesson 5
Results of the Graph
I collected data on the student’s correct production of the /b/ phoneme in the initial position by the phoneme in isolation, nonsense syllables, target words, and targeted phrases. Results from the graph indicate that the student increased the accuracy of correctly producing the /b/ phoneme in the initial position.
Instructional Accommodations
Modification of Language LevelControl of Motivating MaterialsBetter detection of speech errorsModification of expected responses when the student was unable to produce original target objective
Instructional Resources
Microsoft Office Clip Art GalleryA Speech Guide for Teachers and Clinicians of Hearing Impaired ChildrenThe Comprehensive Signed English DictionaryTactile Kinesthetic Phonetic by Lori Hahm and Linda Nyland of Illinois State UniversityDr. Maribeth Lartz of Illinois State University
Reflection
The student loved to make booksHave better control of materialsBetter eye contact when giving directionsThe most important role of a speech teacher is the listening ear which will help detect speech errors from the students.