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McDonald

McDonald'ssensori+notor
approach . A- Prac'ticc with bisyllables
l. Use a sound that child can articulate
l. To heightenchild's responsivenessto pafternsof correctly (CV + CV). Child rilst describe
auditory proprioceptive and tactile serlsations wtr* he hearc, wtrat he fuds, wbat's
associated with the overlapping ballistic moving and in what direction, efc.
movementsof articulation. 2. After stress and child imitates
auditory s{imuli for imitation and description 3" Vary vowels thn consonants then both
Iip-tongue-javrtexercises . B. Prac*icewithtrisyllables
ear training 1. Large shifts to small shifts (goodoogoo;
arranged fiom simple to complex, vary sfress then ddt<tah{ah}
leam to listen, feel and describe 2. Vary stress and ask for descriptions
3. lntro<krce error sound

McDonald McDonald
B- lJe a cortu d in whictt ths sfior eund is Mec{y attic{latad
ll. Reinforcethe childs conect articulationof to reinfbrce the corred s{tsorifiotor patFm,
his error sound l. Slolw motion speectr, e.g-, vvdcttsssssssdsun
2 Albr sfw, e.g-, w*ltsun; $.atchs{n
A. Selec{a sound for reinforcement
3. Hice protongatirns, e.9., w a dl s u n
1, Let cfrildchoose one he wants 4- Pracfic in short sentencs and \rary sOK, e-9., Watch!
'Sunny DaF."
2. Deep test-one ihat is correct in at Sun will btfn l'oui Tum on the TV and u/atch
lll- TofaciltEb the conecl articulalion dsounds in systematically
leasl one phonetic context \iaried phonelie conbxts
A Modtfy mffitFnt pattrns by ctta tgittg wvel, e-9., wibh
3. Clinicallyproven
sun, mu{fi sun, cdr sun, e&-
4. lf conect in many contexts,leave B- Modify by cfianging consonatg e.9-, iont
"tt +
d 90 to
until last +s;.[+ s;S+s;t+s;d+s
C- Prac{ice in sentenc*, varying su6q geting feedbad( and
5. Considersensori-motorspread,i.e-, gradually mo/ing b cotr\,"{sation.
will it help othersimilarsoun&?

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