Phonetic Disorder: Auditory Discrimination and Oral-Motor Exercises

Phonetic Disorder: Problems, Aspects and Intervention

Potential phonetic disorder: aspects involved in the ability to fine-tune control. 1. Good attention and auditory discrimination. Two types: general character (sensory) and phonetic.

2. Good motor oral-facial skills, of the muscles of the face, tongue, etc.

3. Stimulation is never done in a direct form, but in an indirect and playful manner.

4. It is not good work against pronunciation of isolated sounds. Occlusive sounds need vocal support in the first pronunciation.

5. We must not correct students in front of their peers. We must recycle, repeat with the child what has to be corrected, giving feedback.

6. Motivation is key.

General Perception and Auditory Discrimination (Sensory)

Primary objective: The child reaches a level of good auditory discrimination, and therefore we must favor the maturation of the aspects involved in the acquisition of the phonetic and phonological system (word lists, related to the child).

Second objective: The production of sounds contrasted with those that are and are not present, and the fixing of potential sounds that have been acquired. Automating the use of the sounds in R100T was applied to acquisition phonemes.

Exercises for plant discrimination (distinguishing sounds from one another) and attention, for example: volume discrimination, identification of paired sounds.

Examples of exercises:

• Hide more sounds under a cloth while simulating the first action.
• Objects that rub together.
• Sounds of scissors.
• Paper that is torn.
• The child is second and reproduces one sound, and the others try to guess which sound it is.
• Sounds of musical instruments.
• Exercises where the child recognizes sounds of familiar situations (the kettle boiling, the telephone ringing, etc.).
• Bring a box with different objects. We put in new objects, and the child must guess which object is making the sound, or remember the maximum number of possible sounds.
• Sounds with the first collection of objects that fall.
• Sounds that are played each time at low volume, which will help to know the threshold of hearing of the child.
• We have both, we cover our eyes and move, both trying to guess if the sound is the same. One child says "Spalde" while another says it differently.

Orofacial Motor Development:

We try to control air output and duration with the mouth muscles, developing the flexibility and mobility of the tongue.

There are many exercises:

• Blow off the first wall, maintain candles or feathers lying down, in a way that is not blown off (this is difficult).
• Blow bubbles in water, blowing up balloons, blowing in a doll.
• Play with balls and move them individually, trying that the ball does not fall.
• Imitating fat and thin faces, moving the tongue like a snake, imitating how one sucks a lollipop, etc.
• Make facial expressions of feelings (happy, sad, angry, etc.) and model them for other children.

Discrimination and Phonetic Perception (of sounds and the tongue)

Pronunciation is given by the movements of the mouth. Many of the exercises contain the same dynamic, associated with a sound and a specific action (the action forms the sound).

Association of sounds with everyday actions and onomatopoeias (knocking on the door: "pom pom") or animal sounds (the rooster says "kikirikí", the cow says "muuuuu", the cat says "miaaaau", etc.).

Body movement that facilitates the production of sounds

Example: laminate /m/ and /n/ with vibrating snoring.

Associations of syllable and action. The objective is to identify the syllable. Sounds are isolated for discrimination within the area: opposition work (open and closed sounds, consonant opposition of effect), between vowels and consonants.

Associate the first sound with a response action. The teacher uses the key to the student's context: a sound isolated. Give each child a sound, and say your sound. The teacher can give the first child a concrete action (discrimination between deaf and snoring sounds).

Sounds that correspond within the word. Play the same game with the same sound: mouse / pro. This facilitates syllabic division (only sounds).

Phonetic lotto (group laminated drawings: Bigot / Bigot / guitar). The set of drawings includes one that occupies different sound positions (beginning, middle, end).

The tongue twisters facilitate the joint production of difficult sounds.