Speech Case StudySpring 2002

By

Introduction

AudienceDeaf Education Teachers

GoalTo present information regarding speech education techniques used with a student in a deaf education classroom.

This case study was completed during my Junior Speech Practicum experience. Throughout the course of the semester I taught five individual speech lessons in a deaf education preschool setting. During the lessons I used a variety of speech techniques to help a student’s speech become more intelligible. Overall, the lessons were a success and the student was able to correctly produce the /b/ phoneme in the initial position with 90% accuracy.

Student Information

Male4 years oldProfound hearing lossWears a behind-the-ear hearing aidUses a FM system in the classroomIn a self contained classroom

Student’s Audiogram

0102030405060708090

100110120

250 500 1000 2000 4000

Left Ear Right Ear

Heari

ng

Level in

D

eci

bels

Frequency in Hertz

Audiogram of Normal Hearing

Types of Hearing Loss

Speech Techniques Used

Oral Motor StimulationFun dip, crackers and cheese, cookies and icing, and suckers.

Breathing exercisesBlowing a balloon and bubbles.

Syllable drillsa-e a-e, ee ee, i-e i-e, o-e o-e, oo oobi-e, b-a-, bo-e, and baw (nonsense syllables)

Durationaaww stretching the slinky out

Speech Techniques Used

Tactile Kinesthetic PhoneticsModeling and ImitationMirrorTactile –tapping on his leg to help with the amount of syllables

Behavioral Objective

During Ling 6 Sound check, the student will be able to identify and correctly repeat back all of the Ling 6 sounds with 100% accuracy.

Ling 6 Sound Chart

aw oo ee sh s m

Day 1 k

Day 2 k

Day 3 k

Day 4 k

Day 5 k

Behavioral Objective

Given the model from the teacher, the student will correctly voice each of the four nonsense syllables 2 out of 2 times.

baw bo-e bi-e b-a-(ball boat bike bat)

Behavioral Objective

When asked by the teacher, the student will correctly produce each of the targeted words 8 out of 10 times with modeling and tactile cueing from the teacher if necessary. bat ball bike

boat

Description of Lesson

Type of LessonProduction of the /b/ phoneme in the initial position of target words.

Level of LessonIntroduction of Target Words

The Theme of the Lesson Playing with toys after correctly producing the target words.

Toys Used in the Lesson

boatbat

Toys Used in the Lesson

bike

ball

Book with the Target Words

Reference to IEP

The student will use sign, voice, and sounds (as stimuable) to practice words and word combinations related to school and daily routines.The student will produce vowel sounds, vowel sequences, and isolated consonants using sounds as stimuable.The student will imitate CV, VC, VCV, CVCV syllables and words.

Reference to IEP

The student will use sign, voice, and sounds to initiate and respond with words and word combinations in the context of structured activities.The student will discriminate target words from sets of 3 to 5 objects with associated sounds with maximum pattern contrasts when presented auditorily

Behavioral Objective

During the take home activity, the student will correctly produce 4 out of the 4 targeted phrases with modeling and tactile cueing from the teacher if necessary before putting the picture on each page of the book.

Bat in box

Ball in box

Boat in box

Bike in box

Behavioral Objective

During auditory training the student will correctly identify 4 out of the 6 random trials of the targeted words.

During speechreading the student will correctly identify 4 out of the 6 random trials of the targeted words.

Percentage of correctly producing the /b/ phoneme in the initial

position

0%10%20%30%40%50%60%70%80%90%

100%

Lesson 2 Lesson 3 Lesson 4 Lesson 5

Results of the Graph

I collected data on the student’s correct production of the /b/ phoneme in the initial position by the phoneme in isolation, nonsense syllables, target words, and targeted phrases. Results from the graph indicate that the student increased the accuracy of correctly producing the /b/ phoneme in the initial position.

Instructional Accommodations

Modification of Language LevelControl of Motivating MaterialsBetter detection of speech errorsModification of expected responses when the student was unable to produce original target objective

Instructional Resources

Microsoft Office Clip Art GalleryA Speech Guide for Teachers and Clinicians of Hearing Impaired ChildrenThe Comprehensive Signed English DictionaryTactile Kinesthetic Phonetic by Lori Hahm and Linda Nyland of Illinois State UniversityDr. Maribeth Lartz of Illinois State University

Reflection

The student loved to make booksHave better control of materialsBetter eye contact when giving directionsThe most important role of a speech teacher is the listening ear which will help detect speech errors from the students.