Dear all,
Thank you so much for taking time to read this. I am a second year speech pathology student who is currently seeing my first client, a girl who is 5;11. Together with my clinical educator, we are working together on her fronting process (in word initial position) using metaphon therapy.
The girl had previously been assessed by another speech pathologist using the DEAP. I have seen her for a total of 4 sessions. The first session was spent on case history interview and rapport building as this girl was really shy. However, in the last 3 sessions, she has progressed from metaphon therapy Phase 1 concept level to Phase 2 word level at a rather amazing rate (or so I believe) based on a 90% criterion. Also, I must add at this point that the girl's mother is really motivated about practising with her at home.
Right now, the girl is able to produce all 4 pairs of k/t words (Tea/key, tape/cape, tar/car, tan/can) accurately and spontaneously when prompted by the picture cards. She is also able to put these words into a simple sentence of "The monster ate the _______(min pair word)____." On two occasions when an error was made, she was observed to self-correct even before I made a comment.
In the most recent session, after working at the sentence level for the 4 minimal pairs, I did an informal assessment to monitor her level of generalization. The results was that out of 10 initial /k/ words, which had never been used in therapy, she only produced the correct /k/ sound in 2 of them.
My questions are: Apart from continuing to work on more minimal pairs, are there ways which I can help her to generalise? Or is generalisation a natural consequence after I have worked on the process for a period of time?
Many many thanks for reading this again. Any comments or advice would be greatly appreciated.
Lynette Soh
Year 2 Student Clinician (UQ)
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