What are tactile cues in speech therapy?
It is a tactile-kinesthetic approach to speech therapy, which means that the speech-language pathologist uses touch cues on the client’s face (vocal folds, jaw, lips, tongue), to support and shape correct movement of these articulators.
What are visual cues in speech?
Visual cues: Visual cues are used when a therapist provides a visual reminder that helps the child complete his or her task. In speech therapy, this may be as simple as drawing a snake to remind a child to use his “snake” sound to produce /s/; the therapist may tap the picture if the child omits this sound.
What are types of cueing?
Tactile – Tactile cues involve touching. For example, a touch on the hand can remind a student to keep working. Gestural – People also use hand signals to give cues. Gestural cues include pointing, invented signs, or established signs (like the signs used in sign language).
What are examples of visual cues?
For example, something as simple as an arrow pointing to an important piece of information is a visual cue. It draws the eye to where the arrow is pointing, which means pupils will naturally be drawn to the key point of a learning resource.
What are articulation cues?
What is Cued Articulation? It is a set of hand cues for teaching the individual sounds in a word. The hand movements are logical – each hand movement represents one sound and the cue gives clues as to how and where the sound is produced.
What are the types of verbal cues?
Some examples are, when the teacher:
- repeats the words or phrases for emphasis.
- spells out important words.
- lists on board, or reads a list, allows time to take notes.
- speaks more slowly.
- speaks more loudly.
- stresses certain words.
- uses a different voice tone.
- asks questions not meant to be answered by students.
What is an example of a verbal cue?
A verbal cue is a prompt that is conveyed in spoken language from one person to another or a group of people. For example, if you were listening to a lecture, the instructor might say something like, ‘Does anyone know why this happened?’
What is Visual cues in visual communication?
Visual cues are concrete objects, pictures, symbols, or written words that provide a child with information about how to do a routine, activity, behavior, or skill. Visual cues can help a child learn a new skill or become more independent with a skill.
What are the examples of verbal cues?
What are reinforcements in speech therapy?
Reinforcement refers to anything that increases the likelihood that a response will occur. It increases or strengthens the behavior. For example, reinforcement might involve presenting praise (the reinforce) immediately after a child puts away her toys (the response).
What is a Metaphonological cue?
Methaphonological cues and metaphors: Metaphonological cues are verbal cues provided by the clinician that reflect information about either an acoustic or visual feature of the target sound that the child needs to use (Howell & Dean, 1994). For example, a child may say [ti] for the word “see”.
What is a tactile cue in speech therapy?
Tactile Cues Speech-language pathologist use touch or devices (i.e, tongue depressor, spoon) to teach correct placement of articulators. These cues are helpful in teaching initial production; however, once a child can say a sound at the needed level (isolation, phrase, word, sentence), I fade this cue!
What are tactile methods of speech facilitation?
Tactile methods of speech facilitation include methods that provide direct tactile input to the child’s face or articulators in order to “cue” them for the correct production.
What is an example of an auditory cue?
For example, if I want to remind a student to use the /k/ sound, I might touch the side of my neck under the jaw to give a clue that the student’s tongue needs to be retracted back. The auditory cue for /k/ would be “slide your tongue back in your mouth”.
How do you teach articulators in speech therapy?
Speech-language pathologist use touch or devices (i.e, tongue depressor, spoon) to teach correct placement of articulators. These cues are helpful in teaching initial production; however, once a child can say a sound at the needed level (isolation, phrase, word, sentence), I fade this cue!