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Speech Case Study
Spring 2002
By
Introduction
Audience
Deaf Education Teachers
Goal
To present information regarding speech education
techniques used with a student in a deaf education
classroom.
This case study was completed during my Junior Speech
Practicum experience. Throughout the course of the
semester I taught five individual speech lessons in a deaf
education preschool setting. During the lessons I used a
variety of speech techniques to help a student’s speech
become more intelligible. Overall, the lessons were a
success and the student was able to correctly produce the
/b/ phoneme in the initial position with 90% accuracy.
Student Information
Male
4 years old
Profound hearing loss
Wears a behind-theear hearing aid
Uses a FM system in
the classroom
In a self contained
classroom
Student’s Audiogram
Hearing Level in Decibels
Frequency in Hertz
250
500
1000
2000
0
10
20
30
40
50
60
70
80
90
100
110
120
Left Ear
Right Ear
4000
Audiogram of Normal Hearing
Types of Hearing Loss
Speech Techniques Used
Oral Motor Stimulation
Fun dip, crackers and cheese, cookies and icing,
and suckers.
Breathing exercises
Blowing a balloon and bubbles.
Syllable drills
a-e a-e, ee ee, i-e i-e, o-e o-e, oo oo
bi-e, b-a-, bo-e, and baw (nonsense syllables)
Duration
aaww stretching the slinky out
Speech Techniques Used
Tactile Kinesthetic Phonetics
Modeling and Imitation
Mirror
Tactile –tapping on his leg to help
with the amount of syllables
Behavioral Objective
During Ling 6 Sound check, the
student will be able to identify and
correctly repeat back all of the Ling
6 sounds with 100% accuracy.
Ling 6 Sound Chart
aw
oo
ee
sh
Day 1
k
Day 2
k
Day 3
k
Day 4
k
Day 5
k
s
m
Behavioral Objective
Given the model
from the teacher,
the student will
correctly voice
each of the four
nonsense syllables
2 out of 2 times.
baw bo-e bi-e b-a(ball boat bike bat)
Behavioral Objective
When asked by the
teacher, the
student will
correctly produce
each of the
targeted words 8
out of 10 times
with modeling and
tactile cueing from
the teacher if
necessary.
bat ball bike boat
Description of Lesson
Type of Lesson
Production of the /b/ phoneme in the
initial position of target words.
Level of Lesson
Introduction of Target Words
The Theme of the Lesson
Playing with toys after correctly
producing the target words.
Toys Used in the Lesson
boat
bat
Toys Used in the Lesson
ball
bike
Book with the Target Words
Reference to IEP
The student will use sign, voice, and sounds
(as stimuable) to practice words and word
combinations related to school and daily
routines.
The student will produce vowel sounds,
vowel sequences, and isolated consonants
using sounds as stimuable.
The student will imitate CV, VC, VCV, CVCV
syllables and words.
Reference to IEP
The student will use sign, voice, and sounds
to initiate and respond with words and
word combinations in the context of
structured activities.
The student will discriminate target words
from sets of 3 to 5 objects with
associated sounds with maximum pattern
contrasts when presented auditorily
Behavioral Objective
During the take home
activity, the student
will correctly produce
4 out of the 4
targeted phrases with
modeling and tactile
cueing from the
teacher if necessary
before putting the
picture on each page
of the book.
Bat in box
Ball in box
Boat in box
Bike in box
Behavioral Objective
During auditory
training the
student will
correctly identify
4 out of the 6
random trials of
the targeted
words.
During
speechreading the
student will
correctly identify
4 out of the 6
random trials of
the targeted
words.
Percentage of correctly producing the
/b/ phoneme in the initial position
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Results of the Graph
I collected data on the student’s correct
production of the /b/ phoneme in the
initial position by the phoneme in isolation,
nonsense syllables, target words, and
targeted phrases.
Results from the graph indicate that the
student increased the accuracy of
correctly producing the /b/ phoneme in the
initial position.
Instructional
Accommodations
Modification of Language Level
Control of Motivating Materials
Better detection of speech errors
Modification of expected responses
when the student was unable to
produce original target objective
Instructional Resources
Microsoft Office Clip Art Gallery
A Speech Guide for Teachers and Clinicians
of Hearing Impaired Children
The Comprehensive Signed English
Dictionary
Tactile Kinesthetic Phonetic by Lori Hahm
and Linda Nyland of Illinois State
University
Dr. Maribeth Lartz of Illinois State
University
Reflection
The student loved to make books
Have better control of materials
Better eye contact when giving
directions
The most important role of a speech
teacher is the listening ear which will
help detect speech errors from the
students.