We, speech-language pathologists, have our work cut out for us especially when we encounter a multiple articulation/phonological student or even one who mispronounces “r” and/or “s”. These sounds have been called “simple artic errors.” 

In reality, there’s nothing simple about working with a child with a lateral lisp. In most cases, we’re dealing with incorrect patterns that have been used for a long time.

In this seminar, Char Boshart shares a variety of highly effective, sequential strategies to increase remediation success with challenging articulation cases.

Each participant will be able to:

Itemize, identify, and replicate the production elements of front-tongue speech sounds (such as /s/, /sh/, and “ch”), and back-tongue speech sounds (the /k/ and /g/, and especially /r/). This knowledge guides the SLP toward the development of the correct productions.

Analyze and compare the meaningful similarities and differences of the frontal /s/ and the lateral /s/ and generate therapy strategies for each misarticulation.

Implement systematic and sequential speech therapy to develop the child’s capability to produce target speech sounds. 

Administer the full, effective treatment for a defective /r/, from capability to carryover. 

Motivate the children to consistently comply during therapy sessions as well as complete speech homework assignments. 

Discover how to comprehensively analyze speech sound production obstacles, and how to implement compensation therapy techniques. 

Apply solidification techniques to establish the proprioceptive movement of each newly correctly speech sound. 

Easily establish speech-sound carryover via three special and very specific therapy techniques.

A extensive PowerPoint and Appendix handout will be furnished that can be duplicated for the group.

Through the years, I’ve queried my language-kids and most of them admitted THEY DON’T LIKE WORDS. 

 But, there we were, in therapy, working on words.Because of that reason, in my therapy I’ve made elevating words in a creative manner my focus; encouraging kids to become word-conscious and to enjoy words, inside the therapy room and out. For a while I thought games was the transfer-trick, but meaningful word motivation requires more. 

This seminar outlines an effective, timesaving approach that emphasizes fun activities to enhance learning. Current research states that our language-kids require repetitive, relevant, and contextual activities to help them build and connect language learning. 

Therefore, in this course we cover how to do and create intriguing tasks to shape and associate oral and print language concepts and apply them from session to session for continuity. We highlight language targets (especially vocabulary, syntax and grammar) within a variety of narratives that our kids enjoy, such as, short stories, poems, articles, and even reader’s theater.

Each participant will be able to:

Apply at least eight ways to incorporate timesaving tips to organize, conserve time and effort, and increase language therapy impact. 

Describe at least five methods to motivate students to renew their enthusiasm for learning words to aid in long-term retention of language concepts. 

Apply numerous fun and effective therapy strategies to improve children’s receptive and expressive language and literacy skills. 

Explain and implement specific brain-based strategies to increase student participation to improve knowledge and use of vocabulary, high-frequency words, syntax and grammar. 

Use narratives to motivate and instruct new and improved language skills for school-aged children. 

Select and use a variety of language books, articles, poems, and reader’s theater scripts to enhance language instruction and learning. 

A extensive PowerPoint and Appendix handout will be furnished that can be duplicated for the group.