{"id":8910,"date":"2019-10-04T19:50:56","date_gmt":"2019-10-05T00:50:56","guid":{"rendered":"https:\/\/teachmetotalk.com\/?post_type=product&p=8910"},"modified":"2023-07-28T15:56:35","modified_gmt":"2023-07-28T20:56:35","slug":"functional-phonology","status":"publish","type":"product","link":"https:\/\/teachmetotalk.com\/product\/functional-phonology\/","title":{"rendered":"FUNctional Phonology"},"content":{"rendered":"

Do you need help working with a late-talking toddler who is also unintelligible?<\/p>\n

I have a great tool for you!<\/p>\n

It\u2019s my therapy manual\u00a0Functional Phonology\u00a0and it\u2019s filled with practical information to help you address speech intelligibility in toddlers.<\/p>\n

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FUNctional Phonology:\u00a0A Language-Based Approach\u00a0for Treating Speech Intelligibility Problems\u00a0in Very Young Children<\/strong><\/h3>\n
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You can\u2019t address a toddler\u2019s articulation skills with methods recommended for older kids without some tweaks! Let me show you how to modify what you do so that you can be more effective.<\/p>\n

If you\u2019re a parent and aren\u2019t sure HOW to cue a child to change the way he pronounces words, then this therapy manual is definitely for you!<\/p>\n

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For therapists, the best part is learning how to teach parents what to do at home.<\/h3>\n
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The subtitle of this therapy manual should really be\u2026<\/p>\n

\n

\u201cI don\u2019t like to focus on articulation with toddlers, but when I do, here\u2019s what works best.\u201d<\/strong><\/h3>\n
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If you\u2019ve followed my work for any length of time, you know that I\u2019m a self-described \u201clanguage-language-language\u201d therapist. I will ALWAYS believe that WHAT a toddler says is much more important than HOW he says it.<\/p>\n

But\u2026<\/p>\n

Clearly, there are times when we should address speech intelligibility in toddlers.<\/h3>\n

That\u2019s what this therapy manual is all about\u2026 helping you know who\u2019s ready to work on speech intelligibility, who\u2019s not, what to do to get them ready, and then finally, what to work on and how to work on it. Whew! That\u2019s a mouthful, but it\u2019s the summary of the manual.<\/p>\n

This program is based on teaching (correcting!) early phonological patterns \u2013 which is how speech develops in toddlers \u2013 but it\u2019s also language-based meaning that your target words are completely relevant and functional for toddlers \u2013 not random words that fit the speech sound or pattern but provide no \u201creal life\u201d application for 2 and 3-year-olds!<\/p>\n

You\u2019ll also notice the word FUN capitalized in the title. I won\u2019t do anything with a little friend that\u2019s not fun! Let\u2019s face it\u2026 working on changing how a young child says a word can be\u00a0t.o.r.t.u.r.e<\/strong>\u00a0for everyone involved. To combat that problem, I\u2019ll give you play-based therapy activities as well as practical ways (and words!) to use during everyday routines for families at home\u2026 It\u2019s SUPER FUNCTIONAL.<\/p>\n

Here\u2019s the outline from the Table of Contents with a brief description of what you\u2019ll find in each chapter:<\/h3>\n

Chapter 1\u2026 Is There a Problem?<\/strong><\/h4>\n

Red Flags That Indicate a Significant Speech Intelligibility Problem in Toddlers<\/p>\n

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Chapter 2\u2026 Guidelines to Determine Readiness\u2026 To Treat or Not to Treat?<\/strong><\/h4>\n

Learn the 7 factors that tell you when a child is developmentally ready to target speech intelligibility and when he\u2019s not. You\u2019ll also find recommendations for how to proceed when a toddler is not ready yet. I\u2019ve included a great checklist to use with families, especially useful when parents are pushing you to address artic goals when you know there are other things that you should address first.<\/p>\n

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Chapter 3\u2026 Prioritize Your Goals<\/strong><\/h4>\n

Read an Overview of the 6 Priority Patterns to Increase Speech Intelligibility in Toddlers. I\u2019ve tweaked these patterns based on newer research. You\u2019ll also get another great yes\/no checklist to help you informally assess a toddler\u2019s status with each of the priorities so that you can easily determine your goals and share your clinical decision-making process with parents.<\/p>\n

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Chapter 4\u2026 Principles for Designing Sessions for Toddlers<\/strong><\/h4>\n

Essential tips for achieving success with toddlers while working on speech intelligibility including how to:<\/p>\n

    \n
  1. Keep it Fun!<\/li>\n
  2. Keep it Real!<\/li>\n
  3. Keep it Realistic!<\/li>\n
  4. Keep it Meaningful!<\/li>\n
  5. Keep it Moving!<\/li>\n
  6. Keep it Easy (Enough)!<\/li>\n
  7. Keep it Going! Involving Families, Teachers, and Other Important People<\/li>\n<\/ol>\n
    \n

    Chapter 5\u2026 Tips for Teaching Toddlers New Sounds, Patterns, and Words<\/strong><\/h4>\n

    Fantastic \u201chow-to\u201d information for parents and for therapists! You can\u2019t use the same methods for treating artic in toddlers as you do with older kids. Learn some tricks that work!<\/p>\n

    \n

    Chapter 6\u2026 Treatment Strategies and Activities to Target The 6 Priority Patterns<\/strong><\/h4>\n
    Here\u2019s THE MEAT of the MANUAL! You\u2019ll get:<\/h5>\n
      \n
    • A description of each of the six patterns you\u2019ll target and why it\u2019s important for improving intelligibility<\/li>\n
    • A list of my BEST treatment tips to get you started as you begin to teach a toddler the new pattern<\/li>\n
    • Potential word lists for each priority beginning with a list of First Targets that are the easiest to produce and (hopefully!) the most relevant and functional for a toddler. By easiest, I mean that the word contains sounds in the most facilitative contexts for success. You\u2019ll get next sets of words containing the pattern in more difficult contexts too so that you can \u201cbump up\u201d kids who are ready<\/li>\n
    • An entire section of activity ideas that have worked well with toddlers over the years in my own practice. Activities are organized into Moving Around and Sitting Down options to help you implement my \u201cMove \u2013 Sit \u2013 Move \u2013 Sit\u201d philosophy. This is a critical piece of success and failure during sessions with toddlers.<\/li>\n
    • EASY ideas for targeting the pattern during everyday routines at home. Therapists can use these recommendations to share with parents as \u201chomework\u201d between sessions. Parents can get this information directly to work on speech all day, every day.<\/li>\n
    • To wrap up this chapter, there\u2019s a section on Troubleshooting with ideas to try when the initial recommendations are not working.<\/li>\n<\/ul>\n
      \n

      Chapter 7\u2026 What is This? Diagnostic Information for Speech Intelligibility Issues in Toddlers<\/strong><\/h4>\n

      Get information related to the 5 main diagnoses that result in unintelligible speech including speech delay, phonological disorder, dysarthria, childhood apraxia of speech, and lastly, some information about autism and speech intelligibility. This section will help clear the murkiness that occurs when we try to sort out a firm diagnosis in a very young child who is not easily understood.<\/p>\n

      All this information lines up perfectly with a parent coaching model. You\u2019re telling parents, \u201cThis is what you can do during your everyday routines at home to help improve your child\u2019s ability to be understood.\u201d You\u2019ll also get lots of other tools too- checklists for deciding who is and who is not ready to work on articulation (best for helping justify your decision to eager families!), a form to help you prioritize your first therapy goals, cheat sheets for how to cue consonant AND vowel sounds, plus TONS of developmentally appropriate therapy activities that work in clinic, preschool, and home settings.<\/p>\n","protected":false},"excerpt":{"rendered":"

      For speech-language therapists, the best part is learning how to teach parents what to do at home. All this information lines up perfectly with a parent coaching model. You\u2019re telling parents, \u201cThis is what you can do during your everyday routines at home to help improve your child\u2019s ability to be understood.\u201d You\u2019ll also get lots of other tools too- checklists for deciding who is and who is not ready to work on articulation (best for helping justify your decision to eager families!), a form to help you prioritize your first therapy goals, cheat sheets for how to cue consonant AND vowel sounds, plus TONS of developmentally appropriate therapy activities that work in clinic, preschool, and home settings.<\/p>\n","protected":false},"featured_media":7897,"comment_status":"open","ping_status":"closed","template":"","meta":{"_acf_changed":false},"product_brand":[],"product_cat":[1135],"product_tag":[],"class_list":{"0":"post-8910","1":"product","2":"type-product","3":"status-publish","4":"has-post-thumbnail","6":"product_cat-therapy-manual","8":"first","9":"instock","10":"featured","11":"shipping-taxable","12":"purchasable","13":"product-type-simple"},"acf":[],"yoast_head":"\nFUNctional Phonology for Speech Language Therapists | Teach Me To Talk<\/title>\n<meta name=\"description\" content=\"FUNctional Phonology for Speech Language Therapists from Laura Mize of Teach Me to Talk. 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