![]() So That’s All About The Complexity Approach for Speech Therapy. I also included 50 no prep worksheets to use in your sessions or send home for homework AND Boom Card complex clusters stimuli…because I am all about that no prep, no print, grab-and-go speech therapy! It has everything you need to get started using complex clusters in your speech therapy sessions today! Check out the resource by clicking here. It includes some quick start info and handouts as well as over 100 stimuli cards for the 10 most complex 2- and 3-element clusters in the English language. I created a resource all about using complex clusters in speech therapy when treating phonological disorders. Need MORE Information About Complex Clusters? These 4 elements will interact different within each child and will lead to very individualized target selection. So if the child is missing affricates, fricatives, and stops in his inventory, consider targeting affricates to get greater system-wide change faster. The theory is, if we choose more complex, marked sounds, then we can facilitate learning of less complex, unmarked sounds without having to directly target them in therapy. Therefore, affricates are considered more complex than fricatives. But if a language has fricatives, it does not necessarily mean that that language contains affricates. ![]() For example, if a language has affricates, then it has to also have fricatives. There are language universals (or rules) that help determine which sounds are considered more complex. Markedness is based on implication rules for languages. The reasoning for this is that by definition, later developing sounds are more complex than early acquired sounds. So, for example, if you have a choice between B and SH, go with the SH sound as that sound typically develops after the B sound. Later acquired phonemes means choosing the sounds that typically develop later in a child’s speech system. ![]() Again, the theory is that if the child is stimulable for a sound, he already has some “knowledge” of this sound and it is not likely to create as much change in his phonological system if you target it. Don’t choose targets the child is easily stimuable for. (There is a continuum of phonological knowledge, but that’s for another post). The theory is that by choosing sounds that the child does not use yet on his own, you will affect greater change on the entire phonological system, more so than if you had targeted a sound he somewhat “knows” already. Least productive phonological knowledge simply means sounds that the child doesn’t produce at all, sounds that are not in his system currently. I am going to break down what each one of these things means. Generally you want to consider 4 things: (1) sounds the child has least productive phonological knowledge of, (2) nonstimulable phonemes, (3) later acquired phonemes, and (4) marked phonemes and clusters. So how do you choose complex targets for your children with phonological disorders? Well, it could be slightly different for every child. So let’s discuss how you choose targets when using a complexity approach in your speech therapy sessions. The speech language pathologist can help facilitate greater system-wide change in the child’s phonological system FASTER! You basically get more progress in less time while also working on fewer sounds directly! Sounds like a dream, right? What’s the rationale for using more complex, later developing sounds as targets in your speech therapy sessions? The basic idea is that by targeting more complex or “marked” sound classes (like clusters or affricates) then less complex or “unmarked” sound classes (like fricatives or stops) are also likely to be acquired indirectly! Using the concept of complexity and/or a “complexity approach” in my speech therapy activities has been a GAME changer with my students with moderate-severe phonological disorders. Complexity Approach for Speech Therapy Overview
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