Quick Flip BUNDLE - Evidence Based Practice - Articulation & Phonology

Looking for something that embeds evidence based practice and is easy to implement into all of your articulation and phonology sessions?

Check out this Quick Flip BUNDLE which targets /s, z, l, r, th, ch, sh, k, g, f, v, j/, 6 forms of vocalic r (ar, ear, ire, or, air, er) and 14 phonological processes (Weak Syllable Deletion, Cluster Reduction, Final Consonant Deletion, Gliding, Velar Fronting, Palatal Fronting, Final Consonant Devoicing, Stopping, Alveolarization, Vowelization, Nasal Assimilation, Velar Assimilation, Deaffrication & Backing).

Use this easy-to-assemble activity as articulation warm-ups, for short 5-7 minute therapy sessions, and as a meaningful time-filler when you have a few minutes left of your session. Available in print and digital, color and black & white. This resource is packed full of evidence based strategies!

What you will get:
► 12 Articulation Flipbooks, 6 Vocalic R Flipbooks and 14 Phonology Flipbooks
• Digital Flipbook Version (PPT and Google Slides)
• Printable Flipbook Version
• Color & Black and White Versions
• Easy Assembly instructions with pictures
• Peace of mind that you are implementing evidence based strategies in your therapy sessions!

32 Flipbooks in both color and BW!

► Targets:
• /s/
• /z/
• /sh/
• /ch/
• /th/
• /j/ (as in judge)
• /l/
• /r/
• /k/
• /g/
• /f/
• /v/

• ear

• ire

• or

• er

• ar

• air
• Cluster Reduction

• Final Consonant Deletion

• Gliding

• Velar Fronting

• Palatal Fronting

• Final Consonant Devoicing

• Stopping

• Alveolarization

• Vowelization

• Nasal Assimilation

• Velar Assimilation

• Backing

• Deaffrication

Show me the evidence!
We are so cognizant about using evidence based practice in therapy, but we’ve all had the thought “is this evidence based”?  

I can assure you that this resource is packed full of evidence based strategies. I have the evidence right here for you:

Use of Of Nonsense Words (or “nonwords”)

An article published by ASHA in the LSHSS (check it out if you’re an ASHA member) states that nonwords (or nonsense words) work in a way in which we are not attempting to break bad habits, like a word that has been mispronounced forever by a child, because the child has never produced the nonsense word and does not have that connection.  Nonsense words were also found to work best over real words in early treatment of the sound Cummings and Barlow (2011) and children made more rapid gains when nonwords were used. Gierut et al. (2010).  

Use of High Frequency Words

The same article also reviewed the use of high frequency words in therapy.  The article stated that, a study done by Gierut et al., 1999 concluded that “In general, children taught sounds in high-frequency words tended to improve accuracy of the treated sound and untreated sounds that shared manner with the treated sound.” The study was also replicated by Morrisette and Gierut (2002)  which stated “the greatest systemwide change was observed for treatment of sounds in high-frequency words”

Supports the Quick Articulation! Model

Along with the types of words targeted in this resource being evidence based, this resource is perfect to use in a service delivery model that utilizes shorter more frequency sessions as opposed to a traditional model of longer, less frequent sessions.  Recent evidence has shown that this type of service delivery (the “Quick Articulation!” model) has demonstrated improvement in articulation therapy sessions (check out this article if you are an ASHA member!).  This resource meets the Quick Articulation! model in the both the amount of time the resource incorporates into the session as well as the recommended number of trials per session. 

Direct Instruction and Explicit Teaching

This resource provides direct instruction for articulatory placement including visual placement cues as well as written placement instruction.  Direct instruction and explicit teaching is evidence based across all types of teaching.

Minimal Pairs and Auditory Discrimination There are several research articles written on minimal pairs, particularly in the 1980's. McLeod and Baker (2011) conducted a systematic review of therapy approaches and indicated that the use of minimal pairs and auditory discrimination training were successful interventions for phonological disorders.

Coarticulation

ASHA endorses coarticulation as a best practice for production of vocalic R

The best part?
Get a TON of use out of this resource, rest easy knowing you are using evidence based strategies in your sessions, and see your students make progress!

Great for data collection!

Want more articulation materials? Check out these Related Products:

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• Articulation for Older Students - Color By Number /r, l, s, z, th, ch, sh, j/

• Articulation for Older Students - Homework - Summer Packets - /l, s, z, r, th/

• Dot ARTiculation Bundle | Sounds in All Positions & Phonological Processes