Description

Bring a group of five or more and SAVE $30 EACH on tuition! 
 

LEARN:

n The connection between coarticulation and articulatory phonology

n The connection of optimality phonology and articulatory phonology

n How to construct "coarticulation runs" and employ them in phonological therapy

 

 

DESCRIPTION:

 

This speech pathology conference is offered for 0.6 ASHA CEUs. This clinical presentation is unique in that it will explain and demonstrate how Coarticulation Therapy techniques can be used to improve both speech intelligibility and prosody. Participants will be taught how to create strings of syllables called "Coarticulation Runs” and how implementing these therapy stimuli can quickly and dramatically improve unintelligible speech and prosody. Coarticulation runs specific to improving /r, s, k/ and other common articulation errors will be included in this presentation. Throughout this conference the presenter will explain why coarticulation methods that include coarticulation runs and awareness of vCv and vCvCv levels in therapy can be far superior to therapies based on the single word approach when addressing and managing severe phonologically disordered clients.  Learn more about coarticulation here. 

 

DISCLOSURE: The presenter is also author of products that may be displayed at this seminar. The presenter will benefit financially from the sale of these products.

Cancellation Policy & Late Registration

Outline

7:30-7:50     Check In and Onsite Registration (Coffee and Tea)

7:55-8:00     General Seminar Information

8:00-9:30     Explanation of Coarticulation Therapy

1. Coarticulation Therapy Defined

2. Questions To Be Asked And Answered Related To Stimuli Selection

a. Single words vs. strings of syllables?

b. Minimal pairs vs. coarticulation therapy?

c. Features vs. articulatory gestures?

d. Is coarticulation therapy efficient and effective?

3. History and Rationale of Coarticulation Therapy Expanded

9:30-9:45     Break

9:45-11:15   Therapy Examples

1. First Example of Therapy - /r/ - (Gliding)

a. Anecdotes

b. Coarticulation runs for /r/ vs. minimal pair word lists

c. Video demonstration with discussion

d. Breakout session to teach coarticulation runs for /r/

2. Targets for Therapy – Why the Syllable?

3. Second Example of Therapy – t/k – (Fronting)

a. Coarticulation runs for /k/ vs. minimal pair word lists

b. Video examples – no /k/ to beginning sentences in less than 8 minutes

c. Example of a minimal pair therapy program – what is not recommended

d. Last day of /k/ therapy

e. Breakout session to teach coarticulation runs for /k/

4. Third Example of Therapy – t/s – (Stopping)

a. Coarticulation runs for /s/ vs. minimal pair word lists

b. Breakout session to teach coarticulation runs for /s/

5. Earlier Version of Coarticulation Therapy To Gain Additional Perspectives
     About This Approach

6. Comparisons of Ten Interventions

a. Paradigm shift from traditional therapy to phonology

b. A second paradigm shift: traditional therapy to coarticulation

11:15-12:15  Lunch on Own

 

12:15-1:45   Coarticulation Therapy Methods and Techniques continued

1. Additional Word Lists for Minimal Pairs

a. Final consonant deletion and weak syllable deletion to be discussed in the
    context of coarticulation therapy

2. The Importance of Articulatory Phonology

3. Additional Therapy Videos

4. Choosing Therapy Based on Evidence-Based Practice

5. Siegelman’s Paradigm

a. Essentials of the technique

b. The importance of vCv and vCvCv levels in therapy

c. Adjacent sequential syllable

6. Target Selection Techniques and How They Fit Into a Coarticulation Therapy Framework

a. Least known

b. Contrasting gestures

c. Implicational relationships

d. Complexity

e. Learnability

1:45-2:00    Break

2:00-3:30    Addressing Disorders of Prosody

1. Phonological Processes

a. What they are and how to view them

b. Features vs. articulatory gestures

c. Which processes hurt intelligibility?

2. Effecting a Change in the Disordered Prosody of a Child with Autism

a. What is prosody

b. How do deficits in prosody present themselves?

c. Connection between articulatory phonology and prosody

d. Discussing the phonetics-prosody interface

e. Treatment for disordered prosody and phonology in one child with autism

f. Audio file of therapy

     3:30     Adjourn and Sign Out

Speaker Profile

Steven Siegelman, MS, CCC-SLP, has been a practicing speech-language pathologist for over 25 years, including 16 years experience in public school systems and 17 years experience in home health (primarily geriatrics). Steven has studied the literature of coarticulation and articulatory phonology for many years which has led to the development of his technique, The Siegelman Method: Coarticulation Therapy. This method can be used to treat children with severe phonological disorders, as well as adults who present with literal paraphasia. His methods have been shown to be effective, efficient, and successful for moving unintelligible clients to functionally intelligible communicators. Steven has presented his methods at the ASHA National Conference, the Alaska State Special Education Conference and at numerous school districts. For more information on Steven Siegelman and on The Siegelman Method, please visit www.coarticulationruns.com.

Location & Lodging

Seminar Location:

Crowne Plaza Fullerton
1500 South Raymond Avenue
Fullerton, CA 92831

Phone: 714-635-9000
Click for Directions

Intended Audience

• SLP

Accreditation

This program is offered for 0.6 CEUs (Intermediate level; Professional area).

CALIFORNIA: NSS is approved as a provider of continuing education by the California Speech-Language Pathology and Audiology Board. Provider #PDP4.

• Current ASHA Member
• ASHA Certificate of Clinical Competence (CCC) Holder
• Licensed by a state or provincial regulatory agency to practice speech-language pathology (SLP) or audiology
• Credentialed by a state regulatory agency to practice SLP or audiology
• Credentialed by a national regulatory agency to practice SLP or audiology
• Engaged in a Clinical Fellowship under the supervision of an individual with their ASHA CCC
• Currently enrolled in a masters or doctoral program in SLP or audiology

If an attendee is not an ASHA member or CCC holder but meets any of the above criteria, they may provide their eligibility on the ASHA CEU Participant Form or inform the ASHA CE Registry of their eligibility by visiting this site.

AOTA:  

First Content Focus: Occupational Therapy Process: Intervention

Second Content Focus: Occupational Therapy Process: Outcomes

 

NSS is approved as a provider of continuing education by the California Speech-Language Pathology and Audiology Board. Provider #PDP4.

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