Phonetic Inventory

Name: Charlene ________ Age: 5;5 _ Source of Speech Sample: Dr. Watson ____

Examiner: Jennifer Sabally ______ Number of Words: 58 _______ Date: 9-7-12 _

Syllable Position

Manner of Production Initial Intervocalic Final

Stop p; b; t; d p; b; t; d p; b; t; d
p b t d k g
Nasal m m m; n (8 words)
mnŋ
Fricative s; h (4 words) f (2 words); s; z (3
f v s z ʃ ʒ θ ð h words);
Affricate
tʃ dʒ
Glide j (3 words); w w
jw
Liquid
lɹ
Consonant Cluster

Includes unintelligible utterances?  Yes  No

Comments: Charlene’s phonetic inventory includes /p/, /b/, /t/, /d/, /m/, /n/, /f/, /s/, /z/, /h/, /j/, /w/. Her
emerging consonants include /ʃ/. No productions of /k/, /g/, /ŋ/, /v/, /ʒ/, /θ/, /ð/, /tʃ/, /dʒ/, /l/, /ɹ/ were made.
According to Sander’s (1972), Charlene’s /ŋ; ɹ; l; tʃ; ʃ; v; θ; ð; ʒ/ sounds are not expected to be mastered until
at least age 6;0, but all her other missing sounds should be either emerging or present. This suggests that
Charlene should evidence ALL basic contrasts, except liquids, at least as an emerging skill. In contrast, Smit,
et al (1990) reports that the /ŋ; θ; s; z; ʃ; ʒ; tʃ; dʒ; l; ɹ/ sounds are not expected to be mastered until age 6;0.

Phonological Analysis Practice: An Electronic Workbook © 2003 Thinking Publications

Duplication permitted for educational use only.

 Basic Contrasts Use
Name: Charlene Age: 5;5 Source of Speech Sample: Dr. Watson .
Examiner: Jennifer Sabally Number of Words: 58 Date: 9-7-12 ______________
Basic Contrasts Tally Present Emerging Absent
8-p; 5-b; 25-t; 14-d; 6-s; 3-z; 8-m; 8- n;17-
Anterior w; 2-f, missing: v, θ, ð, l

4-h; 1-ʃ; 3-j, missing: k, g, ŋ, ʒ, tʃ, dʒ, ɹ

Posterior

8-p; 5-b; 25-t; 14-d; missing: k, g

Stop

6-s; 3-z; 1-ʃ; 4-h; 2-f; 3-j; 17-w; 8-m; 8-n;

Continuant missing: ŋ, v, ʒ, θ, ð, tʃ, dʒ, l, ɹ

8-p; 5-b; 25-t; 14-d; 8-m; 8-n; 6-s; 3-z; 1-

Consonant
ʃ; 4-h; 3-j; 17-w; 2-f; missing: k, g, ŋ, v, ʒ, θ, ð, tʃ,
dʒ, l, ɹ

-aɪ; 10-ɪ; 10-i; 4-e; 8-æ; 9-ʌ; 8-ɑ; 5-u; 1-

Vowel au; 3-ɛ; 2-ʊ; 2-ə; 3-o; missing eɪ, a, ɔ
8-p; 5-b; 25-t; 14-d; 6-s; 3-z; 2-f; 4-h; 1-ʃ;
Oral 3-j; 17-w; missing: k, g, v, ʒ, θ, ð, tʃ, dʒ, l, ɹ
8-m; 8-n; missing: ŋ
Nasal

5-b; 14-d; 8-m; 8-n; 3-z; 3-j; 17-w;

Voiced
missing: g, v, ŋ, ʒ, ð, dʒ, l, ɹ
8-p; 25-t; 2-f; 6-s; 1-ʃ; 4-h; missing: k, θ, tʃ
Voiceless

Other Contrasts

missing: ALL velars & v; ʒ; θ; ð; tʃ; dʒ; l; ɹ

Velar vs. Non-velar

missing: ALL liquids & k; g; ŋ; v; ʒ; θ; ð; tʃ; dʒ

Liquid vs. Non-liquid

Fricative/Affricate vs. Non- missing: v; ʒ; θ; ð; tʃ; dʒ & k; g; ŋ; l; ɹ

fricative/affricate

Comments: Charlene’s primary missing contrasts are the velar/non-velar contrast and the
liquid/ non-liquid contrast, with emerging posterior, continuant, and fricative/affricate sounds.
According to Sander’s (1972), the /t; ŋ; ɹ; l; s; tʃ; ʃ; z; j; v; θ; ð; ʒ/ sounds are not expected to be
mastered until at least age 6;0 and according to Smit, et al (1990), the /ŋ; θ; s; z; ʃ; ʒ; tʃ; dʒ; l;
ɹ/ sounds are not expected to be mastered until 6;0. This suggests that the stop/continuant
contast and velar/nonvelar contrast should also be present.
Phonological Analysis Practice: An Electronic Workbook © 2003 Thinking Publications

Duplication permitted for educational use only.

 Analysis of Syllable and Word Shapes
and Consonant Cluster Occurrence
Name: Charlene ______ Age: 5;5 Source of Speech Sample: Dr. Watson_____
Examiner: Jennifer Sabally Number of Words: 58 Date: 9-7-12___________

Word/Syllable Types Tally Word Shapes Tally

Monosyllabic words: Total 46 _
Words ending in a vowel:

V (3) % of Sample ___79%_____

CV (9)

CVCV (7) Disyllabic words: Total _ _12________

Other: CVCCV (1), VCV (1)
% of Sample ___21%____

Words ending in a consonant:

Trisyllabic words: Total ______0________
VC (5)

CVC (24)
% of Sample ___________
CCVC (4)

CVCC (1)
Four-Syllabe* words: Total ________0______
CVCVC (3)

Other:
% of Sample ___________

Consonant Cluster Types Tally

Initial clusters:
CC Number of words containing initial clusters 4 % of sample _____7%_____

CCC Number of words containing initial clusters 0 % of sample _____________

Medial clusters
CC Number of words containing medial clusters 1 % of sample 2%___

CCC Number of words containing medial clusters 0 % of sample ____________

Final clusters
CC Number of words containing final clusters 1 % of sample _ _2%____

CCC Number of words containing final clusters 0 % of sample ____________

 Phonological Patterns of Error Analysis
Name: Charlene Age: 5;5 Source of Speech Sample: Dr. Watson
Examiner: Jennifer Sabally Number of Words: 58 Date: 9-7-12 .

Number of Occurrences/Opportunities % Occurrences

Word structure Patterns
Final Consonant Deletion 5/36 14%
Initial Consonant Deletion 0/42 0%
Syllable Deletion 0/12 0%
Reduplication 1/12 8%

Cluster Patterns
Cluster Reduction 10/15 67%
Cluster Substitution 2/15 13%
Cluster Deletion 0/15 0%

Substitution Patterns
Stopping Fricatives 13/29 45%
Stopping Affricates 3rd opportunity was medially deleted 2/3 67%
Stridency deletion 16/26 62%
Velar deviation (substitute/omit)* 8/8 100%
Liquid deviation (substitute/omit)* 18/18 100%
Voicing 6 omissions 1/52 2%
Devoicing 8 omissions 1/66 2%
Depalatalization 7 omissions 11/22 50%
Deaffrication** 0/3 0%

Assimilation***
Labial (1) Partial labial assimilation
Nasal None
Velar None
Other (5) Partial & (2) Total alveolar assimilation

* deviation is either an omission or substitution

**substituting a fricative for an affricate
***only count occurrences, NOT opportunities

Occurrence of “other” patterns that occurred at least four times (list with number of occurrences):
(11) Liquid gliding
Patterns that interact (cluster patterns ONLY affect liquids, etc.):
A majority of cluster error patterns involved sounds not in phonetic inventory, particularly liquids and velars.
Summary of Phonological Pattern use, emphasizing those that are clinically significant:
Velar & Liquid deviations occur 100% of the time, with the primary substitution patterns being the use of
alveolar assimilation & liquid gliding. Fricative/Affricate substitution occurred over 50% of the time (although
there were only 3 opportunities for affricate production), with error patterns including alveolarization,
depalatalization with palatal fronting and stridency deletion, along with a substantial degree of stopping.
Cluster reduction & substitution errors occurred 33-67% of the time.
 Percentage of Consonants Correct Summary

Name: Charlene Age: 5;5 Source of Speech Sample: Dr. Watson

Examiner: Jennifer Sabally Number of Words: 58 Date: 9-7-12 .

Number of Number of
Target Child's Consonants Consonants
Word Target Consonants Production in Target Word Correct
And n; d æn 2 1
Are ɹ ɑː 1 0
Baby b bebi 2 2
Both b; θ bof 2 1
Bowl b; l bo 2 1
Charlene ʃ; ɹ; l; n jɑwin 4 1
Chipped tʃ; p; t tɪpt 3 2
Crash k; ɹ; ʃ twæʃ 3 1
Daddy d dædi 2 2
Fast f; s; t tæs 3 1
Food f; d tud 2 1
Got g; t dɑt 2 1
Grampa g; ɹ; m; p dæmpʌ 4 2
Have h; v hæb 2 1
Hi h haɪ 1 1
Home h; m hom 2 2
House h; s haut 2 1
In n ɪn 1 1
Is z ɪ 1 0
It t ɪt 1 1
It t ɪt 1 1
Jumpy dʒ; m; p dʌmi 3 1
Leash l; ʃ wis 2 0
Licked l; k; t wɪt 3 1
Messy m; s mɛti 2 1
My m maɪ 1 1
On n ɑn 1 1
Other ð; ə˞ ʌdə 2 0
Played p; l; d pwed 3 2
Puppies p; z pʌpiz 3 3
Put p; t pʊt 2 2
Ran ɹ; n wæn 2 1
Really ɹ; l wɪwi 2 0
Run ɹ; n wʌn 2 1
Sadie s; d tedi 2 1
Sam s; m tæm 2 1
She’s ʃ; z tiz 2 1
Shoes ʃ; z suz 2 1
Slow s; l wo 2 0
Splash s; p; l; ʃ pwæs 4 1
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Step s; t; p stɛp 3 3
Take t; k tet 2 1
The ð dʌ 1 0
The ð dʌ 1 0
Them ð; m dɛm 2 1
This ð; s dɪt 2 0
To t tu 1 1
Tongue t; ŋ tʌn 2 1
Walk w; k wɑt 2 1
Warm w; ɹ; m wʊm 3 2
Watched w; tʃ; t wɑt 3 2
Water w; t; ə˞ wɑtə 3 1
Wish w; ʃ wɪs 2 1
With w; ð wɪf 2 1
You j ju 1 1
Yukon j; k; n jutɑn 3 2
Total 118 61

Number of consonants correct 61 ÷ number of consonants in target word 118 = .51

6
X 100 = 52 % consonants correct

Severity Rating PCC

Severe disorder 0-49%

Moderate-severe disorder 50-64%

Mild-moderate disorder 65-84%

Typical development 85-100%

Phonological Analysis Practice: An Electronic Workbook 0 2003 Thinking Publications

Duplication permitted for educational use only.

 Phoneme Collapse Worksheet
Child: Charlene Date: 9-7-12
Word-Initial: Phoneme Collapse
CHILD ADULT CHILD ADULT

p p
b b
t stops tt stops
d d
k k k
g g g
Obstruents Obs t r u ent s
f f f
v v
θ g θ
ð fricatives ð ð fricatives
s s s
z z
ʃ ʃ ʃ
t d
tʃ tʃ tʃ
a ff ri c a t e s affricates
dʒ dʒ dʒ

rn m
nasals nasals
n n

w w
j glides j glides Sonorants
S onorants
h h

l l liquids
liquids
ɹ ɹ
clusters gɹ clusters

A. Lynn Williams ©2007

 Phoneme Collapse Worksheet
Child: Charlene Date: 9-7-12
Word-Initial: Phoneme Collapse
CHILD ADULT CHILD ADULT

p p p
b b
t stops t
tt stops
d d d
k k k
g g
Obstruents Obs t r u ent s
f f
v v
θ θ
ð fricatives ð fricatives
s s s
z z z
ʃ ʃ
w Ø
tʃ a ff ri c a t e s tʃ tʃ affricates
dʒ dʒ

rn m
nasals nasals
n n

w w
j glides j glides Sonorants
S onorants
h h
l l l l
liquids liquids
ɹ ɹ ɹ ɹ
sl clusters clusters

A. Lynn Williams ©2007

 Analyzing “phonological use or knowledge of consonants”

Do not assess cluster production, unless the client is able to produce a sound “sometimes correct” (2d).
Remember, once you put a phoneme in a category, it can’t go in another category. Do not assess cluster
production unless the client is able to produce a sound “sometimes correct” (2d).

1. Always correct
a. always correct in obligatory contexts and never used as a substitution for another sound
m; h

b. always correct in obligatory contexts but also used as a substitute for other sound(s)
b; n; j; w

2. Sometimes correct: the consonant was used correctly but not in every obligatory context.

a. Correct in initial position

p; t; d
b. Correct in intervocalic position
p; t; d
c. Correct in final position
p; t; d; z
d. Correct in a cluster
p; t; s
3. Never correct: there was at least one obligatory context for the consonant, but it was never produced
k; g; ŋ; v; θ; ð; tʃ; dʒ; l; ɹ

4. No opportunity for production.

ʒ

5. Only used a substitute for other sounds

f

Emerging sounds (used only once in the sample):

ʃ

Comments:
Also, never correctly produced ə˞ in the two obligatory contexts
 PMLU & PWP

Targeted Max PWP points (1 for Actual Actual points = (1 point for each sound + 1 point for
Words each sound + 1 for Production each correct consonant produced)/25 words
each consonant in
target word) Difficulties
And (5) æn 3 Consonant cluster in VCC
Splash (9) pwæs 5 Cluster reduction & liquid gliding in initial
CCC; depalitalization of final fricative
Baby (6) bebi 6 None
Both (5) bof 4 Labialization in final position
Bowl (5) bo 3 Final consonant deletion in CVC
Charlene (10) jɑwin 6 Fricative & liquid gliding & liquid & ellipsis
of medial liquid
Chipped (7) tɪpt 6 Initial affricate stopping
Crash (7) twæʃ 5 Velar fronting & liquid gliding
Fast (7) tæs 4 Initial fricative stopping & final deaffrication
Food (5) tud 4 Initial fricative stopping
Home (5) hom 5 None
House (5) haut 4 Final fricative stopping
Leash (5) wis 3 Initial liquid gliding & final palatal fronting
Licked (7) wɪt 4 Initial liquid gliding & final cluster reduction
Messy (6) mɛti 5 Medial fricative stopping
Played (7) pwed 6 Initial liquid cluster gliding
Puppies (8) pʌpiz 8 None
Ran (5) wæn 4 Initial liquid gliding
Sadie (6) tedi 5 Initial fricative stopping
Shoes (5) suz 4 Initial palatal fronting
Step (7) stɛp 7 None
Tongue (5) tʌn 4 Final velar fronting
Watched (7) wɑt 5 Final cluster reduction with affricate
Water (6) wɑtə 6 Vowelization
Walk (5) wɑt 4 Final velar fronting
PMLU = 120/25 = 4.8
PWP = 120/155 = .77

Charlene’s (age 5; 5) PMLU of 4.8 was indicative of a child approximately 27 months old. Words with complex
consonant clusters, liquids, affricates, and velar consonants contribute to her use of several phonological
simplification processes, as well as her reduced intelligibility and low PMLU.
 Analysis Table

PROCEDURE: My Results Summarized: Possible Tx Targets:

Phonetic  Fully expressed bilabial stops & nasals  /ʃ/ in initial position
Inventory  Fully expressed alveolar stops & nasals o This is functionally appropriate because her name
 Glides were present begins with this phoneme.
 Limited fricatives o This should help increase her emerging final /ʃ/
 No velars, affricates, or liquids production.
 /s/ in clusters, initial /sl; str; spl/ & final /st; ts/
o To increase her cluster productions
o Will also help to stabilize her singleton /s/ sound
o Important high-frequency sound that will aid in her
intelligibility
 /k/ in final position
o Should generalize to other velar sounds
o Should generalize to initial position
o Important high-frequency sound that will aid in her
intelligibility
o Once stabilized in final position, final morphemes
“s” and “ed” could be added to work on /k/ clusters
& will increase use of important grammar markers
 /l/ in initial position
o /l/ is chosen over /ɹ/ because it is more visible and
can be easily shaped into /ɹ/
o Liquids should generalize to fricatives & affricates
Basic Contrast  Contrasts that are present include:  Targeting /k/ and /g/ should generalize to /ŋ/ & will
Use Consonant/vowel, Oral/nasal, and provide her with the velar/non-velar contrast.
Voiced/voiceless contrasts  Targeting /l/ and /ɹ/ will establish her liquid/non-
 Missing contrasts included: Velar/non-velars liquid contrast, and should generalize to fricatives &
& Liquid/non-liquids affricates.
 Included emerging Posterior, Continuant,  Increasing these phonemes, along with their
and Fricative/affricate sounds generalizable counterparts, will also increase her
emerging anterior/posterior, stop/continuant, and
fricative/non-fricative contrast use.
Word &  Primarily used monosyllabic words  Increase consonant cluster use to include CVCC,
Syllable  Primarily used CVC, CV, and CVCV word CCVC, CCVCC and CCCVC syllable shapes
Analysis shapes  Increase word use to include trisyllabic words
 64% words end in consonant
 Approximately 10% words contained
consonant clusters

Phonological  No initial consonant or syllable deletions  Target /k/ & /g/ to reduce velar fronting
Error Patterns  Very few voicing errors  Target /s/; /f/; /dʒ/ to reduce fricative stopping and
 80% of consonant clusters were simplified stridency deletion
 100% velar and liquid deviations o Should generalize to other fricative stopping
 Over 50% occurrence of depalatalization, o Should generalize to other stridents
stopping of fricatives/affricates, and  Target /ʃ/ to reduce depalitalization
stridency deletion patterns  Target liquids to reduce liquid gliding
 Targeting fricatives/affricates/liquids will also help
reduce cluster simplification
Percentage of  52% PCC, which corresponds to a severity  Increase PCC to 85% in order to increase intelligibility
Consonants rating of moderate-severe and decrease severity rating
Correct
Phoneme  Alveolar stops and glides were the favorite  Target the phoneme collapse of /ɹ; l; sl/ to /w/
Collapse phonemes used in substitution collapses  Target the phoneme collapse of /k; f; s; tʃ/ to /t/,
 The phoneme omission collapse to Ø was which should also increase accuracy of /ʃ/
also used frequently  Target the phoneme collapse of /g; ð; dʒ; gɹ/ to /d/
 /w/ is used correctly, but is also used as a  Target the phoneme collapse of /k; s; tʃ; ɹ/ to the
substitute for liquids in the initial and medial empty set Ø
positions & /sl/ blends in the initial position.
 /t; d/ are used correctly in the sample, but
they are also used as a substitute for several
voiceless and voiced obstruents,
respectively, while maintaining appropriate
voicing.
 The liquids, voiceless affricate, voiced and
voiceless alveolar fricatives, and most voiced
and voiceless stops were omitted several
times from the speech sample.
 Most of the substitutions and ommisions
that were made involved phonemes that
were either emerging or absent from her
phonetic inventory.
 Many of the other substitutions and
omissions involved simplifying complex
consonant clusters.
Assessing  /m; h; b; n; j; w/ were always produced  Target /p; t; d; s/ in consonant clusters, since they are
Phonological correctly in obligatory contexts typically produced correctly when occurring as
Knowledge  /p; t; d/ were sometimes produced correctly singletons
in all positions  Target voiced obstruents /g; v; ð; dʒ/
 /s/ was only produced correctly in some o Should generalize to the voiceless obstruents /k; f;
cluster combinations, but never as a θ; tʃ/
singleton in any position  Target /ɹ; l/
 There was only an opportunity for /z/ to be o Should generalize to the nasal /ŋ/
produced in final position, where it was only o /ɹ/ would hopefully generalize to /ə˞/
produced correctly sometimes  Provide opportunities for production of/ʒ/
 /f/ was never produced correctly, but was
used to substitute for /θ; ð/
 /k; g; ŋ; v; θ; ð; tʃ; dʒ; l; ɹ; ə˞/ were never
produced
 /ʃ/ was only used correctly once in the
sample
 No opportunity to produce /ʒ/

Phonology  PMLU is 4.8, which is indicative of a child  Increase accuracy of clusters, liquids, affricates, and
MLU & PWP approximately 27 months old velar consonants.
 PWP is .77, which indicates that Charlene’s
word attempts match the adult form
approximately 77% of the time, which is an
indirect measure of her intelligibility with
strangers.
 References to Normal Development
Charlene’s Charlene’s Normal References
Strengths Weaknesses Development
 /p; b; t; d; m; n;  /k; g; ŋ; v; ʒ; θ;  (90% by 4;0) /p; (Sander’s (1972) Consonant Acquisition)
s; z; h; j; w/ ð; tʃ; dʒ; l; ɹ/ b; d; k; g; m; n; Sander, E. (1972). When Are Speech Sounds Learned? Journal
f; h; w; j/ of Speech and Hearing Disorders, 37, 62.
 (90% by 5;6) /p; (Iowa-Nebraska Articulation Norms)
b; t; d; k; g; m; Smit, A., Hand, L., Freilinger, J., Bernthal, J. & Bird, A. (1990).
n; f; v; ð; h; w; The Iowa articulation norms project and its Nebraska
j/ replication. Journal of Speech and Hearing Disorders, 55,
779-798.
 CVC (favorite),  Words with  By age 4 yrs, (Syllable Shapes by Approximate Age)
CV & CVCV consonant expected Velleman, S. (2009). Velleman Figures, Tables, Forms retrieved
syllable shapes clusters productions from
include CCVCC http://www.ohioslha.org/pdf/Convention/2009%20Han
& CCCVC douts/S%20Velleman%20Forms-
syllable shapes Figures%20SpeechSound.pdf.
 Initial  Velar fronting  3;6 (Elimination of Phonological Processes in Typical
consonant Development)
production  Cluster  4;0 Bowen, Carolyn (2012). Elimination of Phonological Processes
 Voicing and reduction & in Typical Development retrieved from
syllable substitution http://www.speech-language-
preservation therapy.com/index.php?option=com_content&view=arti
cle&id=31:table3&catid=11:admin&Itemid=117.
 Stopping of  /s/ by 3;0
fricatives &  /f/ by 3;0
affricates  /v/ by 3;6
 /ʃ/ by 4;6
 /tʃ/ by 4;6
 /dʒ/ by 4;6
 /ð/ by 5;0
 Liquid gliding or  5;0
deletion
 Depalatalization  4;0 (Ages at Which Phonological Processes are Suppressed)
Washoe County School District (2006). Ages at Which
Phonological Processes are Suppressed retrieved from
http://www.washoecountyschools.net/csi/pdf_files/sss-
f1103_phonological_processes_suppressed_Locked_Filla
ble.pdf.
 Stridency  5;0 (Articulation Developmental Norms Chart)
deletion About Talk Speech and Language Therapy (2010). Articulation
Developmental Norms Chart retrieved from
http://about-talk.com/resources.htm.
 Charlene  52% PCC, which  94% PCC (PCC-R and PVC-R Norms)
generally corresponds to a Velleman, S. (2009). Velleman Figures, Tables, Forms retrieved
attempted a severity rating from
consonant of moderate- http://www.ohioslha.org/pdf/Convention/2009%20Han
when indicated severe douts/S%20Velleman%20Forms-
 Limited vowel Figures%20SpeechSound.pdf.
errors
 Nasals & Glides  Liquids, velar  Used to Williams, L. (2000). Multiple oppositions: Theoretical
were not part stops, fricatives, discover the foundations for an alternative contrastive intervention
of a phoneme affricates, and “order” in the approach. American Journal of Speech-Language
collapse liquid clusters. “disorder” of Pathology, 9, 282-288.
 Other children’s Williams, L. (n.d.). Updates in Treating Speech Disorders in
phonemes errors, with a Children: It’s About Time [Slide presentation] retrieved
within collapse 1:many on December 14, 2000 from
were part of a correspondenc http://www.msha.ca/documents/L.Williams-9-
cluster. e to the adult UpdatesinTreatingSpeechDisordersinChildren.pdf
form
 Bilabial non-  Velars  (90% by 4;0) /p; (Sander’s (1972) Consonant Acquisition)
fricative and  Liquids b; d; k; g; m; n; Sander, E. (1972). When Are Speech Sounds Learned? Journal
non-liquid  Fricatives f; h; w; j/ of Speech and Hearing Disorders, 37, 62.
phonemes  Affricates  (90% by 5;6) /p; (Iowa-Nebraska Articulation Norms)
 Alveolar non-  Clusters b; t; d; k; g; m; Smit, A., Hand, L., Freilinger, J., Bernthal, J. & Bird, A. (1990).
fricative and  /ə˞/ n; f; v; ð; h; w; The Iowa articulation norms project and its Nebraska
non-liquid j/ replication. Journal of Speech and Hearing Disorders, 55,
phonemes 779-798.
 Glides  4;0 (Elimination of Phonological Processes in Typical
Development)
Bowen, Carolyn (2012). Elimination of Phonological Processes
in Typical Development retrieved from
http://www.speech-language-
therapy.com/index.php?option=com_content&view=arti
cle&id=31:table3&catid=11:admin&Itemid=117.
 Charlene’s  PMLU 4.8  Preliminary (Preliminary mean PMLU values presented in ComD 745 class
word attempts  PWP .77 mean PMLU for powerpoint slides (Watson, fall 2012) from the following
always  28% of word 3yr olds is 5.49 study)
contained the attempts  PWP is an Watson, M. M., & Terrell, P. (2012). Longitudinal changes in
same number contained fewer indirect phonological whole-word measures in 2-year-olds.
of vowels as consonants than measure of International Journal Of Speech-Language Pathology,
the adult form the adult form intelligibility, 14(4), 351-362. doi:10.3109/17549507.2012.663936.
 No syllable  68% of word whereas, at (PWP as an indirect measure of intelligibility)
reductions attempts 5;5, Charlene’s Ingram, D. & Ingram, K. (2001). A whole-word approach to
contained at PWP of .77 phonological analysis and intervention. Language,
least 1 should indicate Speech, and Hearing Services in Schools, 32, 271-283.
consonant that she is 77% (Intelligibility to strangers 12-48 months)
substitution intelligible to Bowen, Carolyn (2012). Intelligibility to strangers 12-48
 1 word had a strangers months retrieved from http://www.speech-language-
perfect PWP  4yr olds should therapy.com/index.php?option=com_content&view=arti
score, but be 100% cle&id=29:admin&catid=11:admin&Itemid=117
contained a intelligible to
vowelization strangers
error /ə˞/→/ə/
 Treatment Plan
Target & Rationale Method of Treatment What should generalize
 Following the complexity model, I  Initially a traditional phonetic approach  Baertsch (2002) states that “liquid
would initially target the liquid /l/ in will be used to increase the stimulability onset clusters imply a liquid in the
the initial position. of /l/. Words with an initial /l/, such as final position”, such as “bell”,
 Once Charlene is able to produce /l/ “like”, “light”, and “lemon” will be “four”, “doctor”, “are”, and
accurately, I would then begin to targeted in a drill-play format. hopefully /ə˞/.
target initial Fricative+Liquid  Once her production of /l/ is established  By working on initial
clusters. in the initial position, I would use words Fricative+Liquid clusters, Elbert et
 If Charlene is still unable to produce that begin with a Fricative+Liquid cluster, al (1984) say that they will
an /ɹ/, I would then shape her /l/ such as “flower”, “fly”, “play”, “slide”, generalize to Stop+Liquid clusters.
into an /ɹ/and target in the initial “fruit”, “grampa”, and “tree”.  According to Gierut et al (1994),
position. Liquids should generalize to
 By using the complexity model and nasals /ŋ/.
following the Implicational Laws of  Sloat, Taylor, & Hoard (1978)
Phonological Development and state that liquids also generalize
targeting more complex to fricatives, affricates, and stops
phonological targets, Charlene will /k; g; f; v; θ; ð; ʃ; ʒ; tʃ; dʒ/
be able to generalize these sounds
to other untargeted sounds. This
will allow her therapy sessions to be
more effective and efficient.
OR
 I would target the phoneme collapse  I would address the various phonemic  According to Dinnsen et al.
of /ɹ; l; sl/ to /w/ using minimal collapses by embedding the multiple (1992), affricates/tʃ/ and /dʒ/ will
pairs, such as oppositions approach within an adapted generalize to fricatives, such as
“White/right/light/slight,” cycles approach, such that… /ʃ/, /ʒ/, /v/, and /θ/.
“Wide/ride/lied/slide,” o The /w/ collapse will be addressed  According to Gierut et al (1994),
 I would target the phoneme collapse using contrastive word pairings Liquids should generalize to
of /k; f; s; tʃ/ to /t/ using minimal between /w/, /ɹ/, /l/, and /sl/ during nasals /ŋ/.
pairs, such as sessions 1 and 2
 Baertsch (2002) states that “liquid
“Tore/core/four/sore/chore,” o The /t/ collapse will be addressed using
onset clusters imply a liquid in the
“Tease /keys/fees/sees/cheese,” contrastive word pairings between /t/,
final position”, such as “bell”,
 I would target the phoneme collapse /k/, /f/, /s/, and /tʃ/ during sessions 3,
“four”, “doctor”, “are”, and
of /g; ð; dʒ; gɹ/ to /d/ using minimal 4, 5 and 6
hopefully /ə˞/.
pairs, such as o The /d/ collapse will be addressed
“Doze/goes/Those/Joe’s/grows,” using contrastive word pairings
“Day/gay/they/Jay/grey,” between /d/, /g/, /ð/, /dʒ/, and /gɹ/
 I would target the phoneme collapse during sessions 7, 8, 9, and 10
of /k; s; tʃ; ɹ/ to the empty set (Ø) o The (Ø) collapse will be addressed
using minimal pairs, such as using contrastive word pairings
“at/cat/sat/chat/rat,” between /Ø/, /k/, /s/, /tʃ/, and /ɹ/
“add/cad/sad/Chad/rad” during sessions 11, 12, 13, and 14
 By using minimal pairings of words  By addressing Charlene’s multiple
with targeted phonemes, Charlene phonemic collapses within a cycling
will be able to restructure her structure, she will receive a broader
phonological system based on the exposure to the information about the
distinctive phonemic differences. phonological system in order to induce a
system-wide change.
 Reflection
There are many different types of approaches to take when choosing therapy targets. Ultimately the
approaches tend to follow either the developmental model or the complexity model, with Pros and Cons to each.

Developmental Models of phonological acquisition are “bottom-up” approaches that focus on the discrete
phonetic errors that a child has difficulty producing. They follow the principles of motor learning that include providing
many opportunities for repetition of the specific speech movements, with frequent feedback regarding the specific
movement errors made. This repeated practice on discrete motor skills makes the new skill more salient for children
with severe phonological and motor-speech impairments. The phonetic treatment techniques within the developmental
models are also beneficial in developing the phonetic stimulability needed for many of the phonemic approaches to be
successful. One of the problems with the developmental models is that the developmental sequence to which they
follow is based on research of typically developing children. This is a possible conflict because it is unknown if children
with phonological or motor-speech impairments share the same phonological developmental sequence. Because the
developmental model targets speech sound errors one at a time, progress can be very slow at times with limited
generalizability, which may inhibit the child’s ability to “catch-up” to their peers. Therefore, once the child has
established a consistent and intelligible phonetic production, the clinician may incorporate phonemic approaches into
the existing therapy plan in order to make therapy more efficient and to foster greater generalization across contexts.

On the opposite end of the therapeutic spectrum are the Complexity Models, which are “top-down” phonemic
approaches that focus on helping the children learn the higher linguistic levels of the different phonological rules. By
learning the more complex phonological targets, such as consonant clusters, children can generalize those skills to
similar, but untreated targets, such as the single phonemes within the targeted clusters and affricates, which are
essentially a stop+ficative cluster. This system-wide generalization can make therapy more efficient because many
phonological sounds and patterns will not need to be directly addressed. Targeting complex skills may be frustrating for
some children because there is no guideline for how complex an initial target should be. Although it is beneficial to
achieve generalization from complex targets, there is no evidence providing specificity to the generalized sounds
achieved. This means that although affricates predict fricatives, there is no evidence to help determine which fricative
will be generalized. This type of treatment model may be overly taxing and non-beneficial for children with restricted
phonetic inventories and who are highly unintelligible with inconsistent error patterns due to a motor-speech disorder.
They usually require a more traditional motor-based approach that targets one sound at a time until the targeted
sounds are stabilized; then the clinician may switch to either a phonemic or combined phonetic-phonemic approach.