Can they do ʒ or tʃ?
If they can say ʒ, I'd try to get them to say [ʒump] with a prolonged ʒ, then add lots of visual/tactile cues to shorten the ʒ more and more and really emphasize the initial "hit" of the sound with a physical jump (fully bodied or hand) to get closer and closer to articulating "jump." That's worked for me.
One of my favorite resources is this book -- I highly recommend it as part of your toolkit. It has multiple techniques for each sound. In fact, if you look at the "look inside" preview on Amazon, the last visible page shows several elicitation techniques for tʃ, which might help you figure out a technique for *ʤ [edited] that works for you/this kid.
Have you tried the Carla technique? I haven't been working with arctic kids for a few years (thank God!), but that was a trick I used sometimes. Also, Wayne Secord has a wonderful book, called Eliciting Sounds that has a whole chapter on /r/. I would recommend looking into purchasing it if you can. It is one of my most prized possessions (I also had him as a professor, which is part of the reason why). Below is the link on Amazon.
https://www.amazon.com/Eliciting-Sounds-Techniques-Strategies-Clinicians/dp/1401897258
The book Dual Language Development & Disorders by Paradis, et. al. is a fantastic resource. Can't recommend enough, I've read it for fun!
I bought this book, it has good eval guidelines (non standardized), and overall good info. I would copy the eval pages and bring it with me, my hh was ok with non standardized Evals
https://www.amazon.com/Home-Health-SLP-Handbook-Everything/dp/1733863303
I remember buying my cohort year version of this book: https://www.amazon.com/Advanced-Review-Speech-C3-A2-E2-82-AC-Language-Pathology-dp-1416411666/dp/1416411666/ref=dp_ob_title_bk
My grad school study group and I would read like 2 chapters a week, take notes, and then meet up to study those chapters maybe 1x/week leading up to the praxis. We all passed the first time.
Maybe try L/W minimal pairs. I provide several visual prompts and draw attention to how different these sounds look during minimal pairs. I like using the Eliciting Sounds book, it’s a great resource and helps me brush up on phonetics for sounds I haven’t targeted in a while.
Here’s the link: https://www.amazon.com/Eliciting-Sounds-Techniques-Strategies-Clinicians/dp/1401897258
Don't know if it's a real problem for you. If it's , I would recommend this book https://www.amazon.com/Tinnitus-Retraining-Therapy-Implementing-Neurophysiological/dp/0521088372/ref=sr_1_4?crid=2CJECNTDZ6T5O&keywords=tinnitus+book&qid=1643242157&sprefix=tinnitus+book%2Caps%2C186&sr=8-4
I could "get rid" of my tinnitus. Actually I do have it pretty much the same, I just don't perceive it anymore (only perceive when I try to).
You wrote that book?! I found your book the other day: https://www.amazon.com/Home-Health-SLP-Handbook-Everything/dp/1733863303/ref=sr_1_1_sspa?dchild=1&keywords=home+health+slp&qid=1633528217&sr=8-1-spons&psc=1&spLa=ZW5jcnlwdGVkUXVhbGlmaWVyPUExT1RCS0M2TVlMRUlFJmVuY3J5cHRlZElkPUExM...
That is awesome of you.
Here's the link to the book on Amazon
I also have some free stuff on my blog: www.theadultspeechtherapyworkbook.com
Also feel free to message me if you have any questions.
There's a really good book called "Everybody here spoke sign" https://www.amazon.com/Everyone-Here-Spoke-Sign-Language/dp/067427041X
It was a need in that community as hereditary deafness was common.
To get back to your question - Why doesn't everyone have to learn Spanish? And French? And Mandarin? To try to teach the basics of ASL and BSL universally would be a huge undertaking and I don't know that everyone would even benefit from it. Some people go an entire lifetime without knowing someone who signs.
Seseame Street tried to mainstream it. I started learning to fingerspell as a kid from PBS shows. I don't know anyone else who knew how to fingerspell as a kid... or cared to learn.
My biggest advantage of knowing ASL was being able to have a private conversation in a public place.
Hi, I do tongue-tie releases every day, and one of my friends pointed me to this post. I wrote a book on tongue-ties as well, so I understand what you are asking, as many others in this thread have no clue what you are talking about. (Book: https://www.amazon.com/Tongue-Tied-String-Impacts-Nursing-Feeding/dp/1732508208)
At that age, in my opinion, and in our practice, that is too often for aftercare stretches for a toddler. That's not realistic to stretch that often. We tell our patients to shoot for 2 times a day for stretches, so every 12hrs, and do it for 3 weeks. Minimum once a day if it's really difficult.
Use the bite block, back of a toothbrush, back of a wooden spoon, something to go between his teeth so he can't bite you. It's definitely a two-person job, but know that it's not forever. Just do the best you can to get in there, lift the tongue, you can push right on the diamond, and get out. So 5-10 sec tops per stretch. Then comfort him, and bribe him with something that would help him calm down.
Ask your provider if it's still difficult. Make sure they check the site again in a week because 90% of them grow back together at least partially and need a deeper stretch. Hang in there! It's really tough, but hopefully, it will be worth it and you will see some good results with speech, feeding, sleep, etc. if the procedure was done properly and he had those symptoms to begin with.
Dr. Baxter
I actually do research with Dr. Cheng. He uses the same textbook as he uses for his normal neurobio section. Specifically the segments that he didn't cover in his normal neurobio class. Here is the Amazon link: Neuroscience: Exploring the Brain, 3rd Edition https://www.amazon.com/dp/0781760038?ref=yo_pop_ma_swf
It implies to Deaf (remember different culture, different norms) that they are impaired and that hearing is super integral. To Deaf, deafness is a very, very, very positive trait to the point that Deaf aim to have deaf children. To them, deafness is not a disability. Much like how in Martha's Vineyard generations ago (read: Everyone Here Spoke Sign Language), deafness was a simple trait that was forgotten about like handedness
I mean, to them, it is their defining trait that does not make their experience of the world better or worse. It just is their experience. The reason deafness is a "disability" is because society is set up for hearing, but that does not need to be the case. Read this.
Manual languages = oral languages in their abilities, they are just different. Can you communicate with your friends from the outside of a glass building and them up on the 7th floor? Can you communicate with your friends underwater? Can you communicate with your friends when you are on a bus and they are on the sidewalk? It is just differences, but our society is built by and for hearing, so it is obvious not being able to hear would be a massive disability, but many societies are built by and for deaf&hearing like Ka'apor in Brazil or Adamarode in Ghana or Martha's Vineyard in the States. :)
A good systems neuro courses will do a comprehensive review of the various sub-systems of the nervous system. For example at the end of the course you should be able to reason about how information is captured and processed by the:
to name a few. My systems courses were by far my favorite as its a chance to see how various things tie together.
You probably wont focus too much on low level subjects like molecular neuroscience or even cellular neuroscience -- although I suspect there will be enough of those things to help form a basic understanding of how neurons work, how networks form, and how systems arise from complex networks.
If your professor hasn't asked you to get: http://www.amazon.com/Neuroscience-Exploring-Brain-3rd-Edition/dp/0781760038
I'd highly recommend it. Its the book I used as an undergrad and asked the students to buy when I TA'd in grad school
A professor of mine had a book she let me borrow (I also think she helped write it, so that helped) which had sections for each section there would be on the exam so a whole section on artic, on language, on voice, etc. Each section had a number of questions to answer and then a key in the back of the book. Super helpful to at least go through once to get the idea. I think it was this one here though it's a bit expensive.
This phonetics tool was very useful when I was in undergrad and graduate school. I've even returned to it a few times for things that I've started to forget. Also, Pre-Feeding Skills is pretty much my bible right now. I spend a couple hours each week pouring through it and learning/re-learning. It has really great checklists I use for evaluation purposes also. As far as therapy tools (for kids) that I absolutely cannot live without? Bubbles. I buy party favor packs of them so I can always have a small vial of bubbles in my pocket.
I lied, it was blue and it was this one! http://www.amazon.com/Mosbys-Questions-Speech-Language-Pathology-Examination/dp/032305904X
Also looks like a whole lot of it is visible just on the amazon "Look Inside!" feature. Also my professor (Dr. Newman) was one of the contributors too :)