Speech Therapy -> Articulation -> Omissions

Omissions

Omissions of phonemes is when a child doesn't produce a sound in a word. An example of an omission would be a child who says 'ool' for 'pool'.

Reference links

  • Speech Sound Errors. The Most Common Speech Errors a Child is Likely to Make. 1
    www.speechlanguage-resources.com     Author: David Newmonic - Speech Sound Errors: Speech production difficulties are the most common form of communication impairment school-based speech pathologists are likely to encounter when working in schools.
  • Segmentation and Representation of Consonant Blends In Kindergarten Children’s Spellings 0
    pubs.asha.org     Author: Krystal L. Werfel and C. Melanie Schuele - During the period of emergence, the properties of phonemes that comprise consonant blends influence children’s ability to segment and represent blends. This finding has implications for how phonemic awareness, spelling instruction, and intervention might proceed. Results Kindergarten children showed varied ability to segment and represent consonant blends and were differentially successful depending on the linguistic features of the blends. Children were more likely to represent initial blends than final blends, final nonnasal blends than final nasal blends, nonhomorganic blends than homorganic blends, and initial nasal blends than final nasal blends.

Activity List(s)

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Goal Bank

  • Fermina will imitate age appropriate bilabial sounds (p,b,m) and age-appropriate consonants (n, w, h, t, k, f, g) in consonant+ vowel, vowel+consonant, consonant+vowel+consonant, and consonant+vowel+consonant+vowel combinations with 80% accuracy across 5 consecutive sessions to improve speech intelligibility. 3
  • Edelmira will produce /p/ phoneme in the initial, medial, and final position of words at the phonemes, syllables, and word level with 90% accuracy across 3 sessions as measured by data collection and observation to improve overall speech intelligibility. 3
  • Rolf will produce the following phonemes /g, k, d, y, sh, ch, l, r, j, th, v, s, z/ in all positions of the word in imitative, then spontaneous syllables, words, and phrases, sentence, and conversation when ready with 80% accuracy over 3 consecutive sessions to improve overall speech intelligibility. 2
  • Frances will produce the /l/ phoneme in the initial, medial, and final position of the word with 90% accuracy across 3 consecutive sessions with fading visual cues in imitative, then spontaneous phrases, sentences, and paragraphs moving on to expanded syllable levels, brief and longer monologues, and word when ready to demonstrate age-appropriate articulation over 3 therapy sessions. 2
  • Sallie will produce s-blends, l-blends and r-blends in all positions of the word in imitative, then spontaneous words, phrases, and sentences with 80% accuracy across 3 consecutive sessions as measured by clinician data and observation to increase overall speech intelligibility. 2
  • Rick will produce /p/ in all positions spontaneously in words, phrases and sentences with 90% accuracy across 3 therapy sessions to increase intelligibility. 2
  • David will produce prevocalic /r/ in words/phrases/sentences to participate in active decision-making in 3 /4 opportunities with 50% modeling for 4 data collections. 0
  • Tobias will correctly produce /k/ in all positions of words imitatively, then spontaneous words, phrases and sentences with 80% accuracy as measured by data collection, informal speech screenings, and observations to demonstrate articulation skills over 5 therapy sessions. 1
  • Mary will self-monitor and correctly produce speech sounds in words, structured phrase, and unstructured sentence with 80% accuracy across 3 consecutive sessions with minimal cues to improve overall intelligibility. 3
  • Raymundo will spontaneously produce /l/ in all positions of words in words with 90% accuracy over 3 consecutive sessions to improve overall speech intelligibility. 2
  • Wynell will produce the voiceless "th" phoneme in the all position of words with typical speaking rate in spontaneous utterances with at least 90% accuracy, and will self-monitor/correct errors with the fading use of therapist cueing across 3 consecutive sessions to increase speech intelligibility. 1
  • Given visual and verbal stimuli, Jill will correctly produce VC/CV words first in imitation then spontaneously in phrases and sentences with 90% accuracy across 3 therapy sessions to improve speech intelligibility. 2
  • Raylene will produce previously learned speech sounds in all positions of words, at the phoneme level spontaneously with 80% accuracy, for 3 consecutive sessions to improve speech intelligibility. 2
  • Marline will correctly imitate, then spontaneously produce the /r/ phoneme (including blends) in all word positions in words, phrases, sentences, and finally conversation with 80% accuracy over 3 consecutive sessions in order to improve intelligibility. 3
  • Jane will produce prevocalic /r/ at the sentence level spontaneously to express needs, in 4 / 5 trials given 25% verbal modeling across 3 consecutive therapy sessions. 0
  • Mauro will produce a variety of consonant-vowel combinations including CV, VC, CVC, and CVCV words with fading prompts in structured and play activities to improve speech intelligibility with 90% accuracy across 3 sessions. 2

Resources

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