Guidelines

What is a stimulable sound?

What is a stimulable sound?

Traditionally, ‘stimulable’ has meant that a consonant or vowel can be produced in isolation by a child, in direct imitation of an auditory and visual model with or without instructions, cues, imagery, feedback and encouragement.

Why can’t I say my S’s?

Many people, including both children and adults, have issues with lisping. A lisp is defined by difficulty pronouncing one or more letters resulting in the letters sounding jumbled over. Most people with a lisp have issues pronouncing an “S” or “Z” sound. This is known as a Lateral Lisp.

What is the articulation hierarchy?

During articulation therapy, I systematically move through a hierarchy of levels to improve your child’s target sounds. The hierarchy includes: isolation, syllables, words, sentences, stories, and finally generalizing the target sound in conversation and all other contexts of language.

What are the four types of articulation errors?

There are four types of errors in articulation. These are best remebered as the acronym S.O.D.A. SODA stands for Substitution, Omission, Distortion, and Addition.

Which is an example of an un-stimulable phoneme?

Other times we teach the client a new phoneme or a new sound class for which the client is not stimulable. For example, the client who cannot pronounce R needs to learn R. He is un-stimulable for R and must learn it. I have worked with hundreds of kids who were completely un-stimulable for their target sounds.

What does it mean when a sound is stimulable?

Once a sound is identified as being stimulable, it signals to the SLP that this sound may be ready to be targeted specifically to be developed through the levels into conversation. Stimulable sounds display a readiness for therapy. The extent to which a sound is stimulable is a key factor in target selection.

What is the relationship between stimulability and phonology?

If stimulability indicates a child’s comprehension of a sound and the ability to produce it, stimulable sounds may develop normally through maturation. Predicted changes in the use of stimulable sounds should be the same in children with normal phonologies and children with disordered phonologies. Purpose of the Study

Do you target phonemes that are not stimulable?

No. Sometimes we target a phoneme or class for which the client is stimulable. Other times we teach the client a new phoneme or a new sound class for which the client is not stimulable. For example, the client who cannot pronounce R needs to learn R.