Case Study APA Kira Smith PDF

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Kira’s Case Study

Makenzi L. Cooley Utah State University Communication Disorders and Deaf Education COMD 3500: Phonetics/Developmental Phonology Dr. Sonia Manuel-Dupont October 6, 2020

2 Kira’s Case Study Kira is a 4-year-old female who has never received services for speech therapy. Her assessment was conducted using the Clinical Assessment of Articulation and Phonology (CAAP). This test was administered at the request of Mr. and Mrs. Smith due to being concerned of a delay in acquiring certain sounds. In this test, she was shown several different pictures and asked to name the images in front of her. Table 1 shows a list of words Kira was prompted to say, the correct transcriptions, and a transcription of Kira’s pronunciations.

Table 1 CAAP Results - Transcribed Words

CAAP Words

Transcribed Words

Transcriptions of Kira

Duck

|dʌk|

|dʌk|

Shoe

|ʃuː|

|ʃu|

Elephant

|ɛlɪfənt|

|ɛləfɪnt|

Pig

|pɪg|

|pgə|

Bed

|bɛd|

|bɛd|

Teeth

|tiːθ|

|tif|

Dog

|dɒg|

|dɔgi|

Cage

|keɪʤ|

|keɪdʒ|

Gate

|geɪt|

|geɪt|

Mouse

|maʊs|

|mjaɪs|

3 Knife

|naɪf|

|naɪf|

King

|kɪŋ|

|gɪŋg|

Ring

|rɪŋ|

|rɪŋg|

House

|haʊs|

|haʊs|

Hive

|haɪv|

|haɪv|

Fish

|fɪʃ|

|fɛʃ|

Van

|væn|

|væn|

Seal

|sil|

|sɛəl|

Zoo

|zu|

|zu|

Sheep

|ʃip|

|ʃip|

Jar

|ʤɑr|

|dʒar|

Cheese

|ʧiz|

|tʃz|

Rake

|reɪk|

|reɪk|

Leaf

|lif|

|lif|

Watch

|wɒʧ|

|watʃ|

Web

|wɛb|

|wɛb|

Yo-Yo

|joʊ joʊ|

|jou , jou|

Thumb

|θʌm|

|fʌm|

Bath

|bæθ|

|bæf|

Them

|ðɛm|

|fɛm|

Clown

|klaʊn|

|klaʊən|

Flag

|flæg|

|flæg|

4 Glove

|glʌv|

|glʌvə|

School

|skul|

|skuə|

Snake

|sneɪk|

|sneɪk|

Swing

|swɪŋ|

|sweɪŋg|

Bridge

|brɪʤ|

|bwɪdz|

Treasure

|trɛʒɚ|

|twɛzə|

Computer

|kəmˈpjutɚ|

|pjutɚ|

Dinosaur

|ˈdaɪnəˌsɔr|

|daɪnəsɔ|

Grasshopper

|ˈgræsˌhɑpɚ|

|græshapɚ|

Fingernail

|ˈfɪŋgərˌneɪl|

|fiŋgɚnə|

Helicopter

|ˈhɛlɪˌkɑptɚ|

|hɛləkatɚ|

Lemonade

|ˈlɛməˈneɪd|

|lɛməneɪ|

Thermometer

|θɚˈmɑmətɚ|

|maədə|

Basketball

|ˈbæskətˌbɔl|

|bɔ|

According to the table above, Kira implements /f/ at the end of words instead of the correct /θ/ sound. During the Clinical Assessment, Kira had a 100% inaccuracy rate of the /θ/ sound and the /l/ sound. Kira drops the /l/ sound at the end of words every time that sound is required. The /θ/ sound is typically developed around the middle of the fourth year and averaged around the fifth year of life (Talking Child, 2003). Additionally, the /l/ sound begins to develop

5 during the third year and is proficient in the fifth year (Talking Child, 2003). The /θ/ sound will be the targeted sound for this case study due to this sound being the most frequently omitted sound from her test results. Additionally, Kira has the /θ/ sound in her last name, Smith. There are two different versions of the /θ/ sound. During the intervention activities, the focus will be steered towards the unvoiced sound, /θ/ rather than the voiced /ð/. “The hard sound of the “th” is also called “unvoiced.” It is made by putting the tongue between or just behind the teeth. The tongue presses and then moves away. This “th” sound relies only on the air passing through the mouth and the teeth, resulting in a harder “th” sound for words like “thank,” “theme,” and “therapy.” (SpeechBuddies, 2014). According to the chart compiled with data from the Carnegie Mellon Pronouncing Dictionary, the /θ/ sound is used “0.41% of the time.” (Language Nerds, 2019). Substituting the /θ/ with /f/ is when a “fricative and/or affricate is replaced with a stop sound, the likely age of elimination is age 5.” (ASHA, 2016).While it is not one of the main consonants used, it is important for intelligibility in a child to be able to finish her words with the correct and complete sound and to also be able to properly pronounce her last name.

Table 2 Intervention Activities

Activity

Description

Think Tank

The child will wear a silly hat and when they are wearing the hat, they are in the “think tank.” The child then begins to use the carrier phrase “I’m thinking of…” Having them accentuate the

6 voiceless /θ/ each time they “think” of something. The parent will show the child pictures of objects with /θ/ sounds to inspire the voiceless /θ/ sound. Picture examples include “thorn,” “thumb.” “mouth,” “tooth,” etc. I Spy/I Think The Thing

The parent finds an object near them and then asks the child “What do you think the thing is?” The child then replies with, “I think the thing is…” This activity can be an every day game at home, while travelling in the car, or even at the department store. Let the child use their imagination. This sentence uses the /th/ sound repeatedly in a row and allows the child to practice the voiceless /θ/ sound.

Summary Kira is a 4-year old female with a slight articulation delay towards the end or beginnings of certain words. The target sound for Kira’s therapy session and intervention practice is /θ/. Instead of using /θ/ at the beginning and ends of her words she uses /f/. The /θ/ is present in Kira’s last name, Smith, and her parents are concerned about the delay in these articulatory sounds. The /θ/ sound is typically developed around the middle of the fourth year and averaged around the fifth year of life (Talking Child, 2003). The activities I have given for intervention include easy at home games that use imagination and the /θ/ sound as carrier phrases.

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References American Speech-Language-Hearing Association. (2016). Selected Phonological Processes. ASHA. https://www.asha.org/Practice-Portal/Clinical-Topics/Speech-Sound-Disorders-Articulati on-and-Phonology/Selected-Phonological-Processes/

M., C. (2019, April 5). Tips for Teaching the “th” Sound. Speech Buddies Blog: Speech, Language & Pronunciation Guides. https://www.speechbuddy.com/blog/speech-therapy-techniques/tips-teaching-th-sound/ Nerd, A. T. (2020, May 23). Most Common Sounds in Spoken English. The Language Nerds. https://thelanguagenerds.com/most-common-sounds-in-spoken-english/ What Sounds Should My Child be Saying? (n.d.). Talking Child. Retrieved September 21, 2020, from http://www.talkingchild.com/speechchart.aspx...