Course Agendas and Learner Outcomes

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Learner Outcomes:

1.) Explain the difference between Cycles for Phonology and Traditional Articulation approaches.
2.) Describe and list the primary patterns targeted in the Cycles Approach.
3.) List and explain why secondary patterns are not typically targeted in Cycles Approach.
4.) Complete and score the Hodson Assessment of Phonological Processes-3 (HAPP-3).

5.) Design a Cycle based on the primary patterns using the HAPP-3 and the Cycles Guidelines and Organizational Chart.

Cycles Agenda:

- Overview of Cycles: Targeting Patterns vs. Individual Phonemes

- Difference between Phonology/Apraxia and Traditional Articulation Therapy; Norms

- Review Hodson’s Assessment of Phonological Processes-3 (HAPP-3) Forms

- Scoring of HAPP-3 Sample Transcript

- Determination of Targets and Cycles Defined

- Design your FIRST Cycle using the Cycles Guidelines and Organizational Chart

- Review Cycles Guidelines and Organizational Chart to Develop Cycle 1

- Cycle 2 Development and Considerations

- Review Four Cycles of Sample Transcript

- Wrap up and Questions

Reduplicated Syllable Therapy

Learner Outcomes:

1.) Learn how to complete a baseline of stimulable sounds to develop a Reduplicated Syllable Set (RST1).

2.) Describe how to implement RST in sessions.
3.) Explain when to increase or decrease complexity during RST.
4.) Develop Reduplicated Syllable Set 2 (RST2).
5.) Determine when to move to Cycles.

Reduplicated Syllable Therapy Agenda:

- Reduplicated Syllable Therapy Introduction

- Baseline Completion

- Develop RST1

- Increasing Complexity

- Develop RST2

- Moving to Cycles

Let's Hear It For R!

Learner Outcomes:

1.) Identify the difference between consonantal /r/ and volcalic /r/ and which to target first.
2.) List the order in which you should drill /r/ (consonantal and volcalic) and the percentages required at each level.
3.) Describe and demonstrate co-articulation and its application to volcalic /r/.

Let’s Hear It For R! Agenda:

Step 1: Learn how to establish Initial /r/ with nonsense words AVOID /er/

Step 2: Drilling of initial /r/ using Webber’s Articulation Drill book or similar books.

Step 3: Drilling of initial /r/ at the phrase and sentence level

Step 4: Coarticulation

Step 5: Drop coarticulation and move on to final /r/ phrases and sentences

Step 6: Medial /r/--Just a formality

Step 7: Reading level

Step 8: R-blends if needed

Step 9: Dismissal

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Course Agendas and Learner Outcomes

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