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/sh/
- what sound does the wind make when it flows through the trees? "shhhhhhhh"
- model what /sh/ visually looks like
- use mirror/selfie camera for child to see their own articulators
- when someone wants you to be quiet have they ever said this to you "shh" (gesture finger in-front of mouth) can you do this?

/m/
- place your lips together, no air escaping your mouth and try and hum
- say "ahhhhh" then slowly close your close tightly together while making a sound
- put your hand on your throat, do you feel that vibration?
-think of a humming sound

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/d/- on the alveolar ridge in order to find articulation spot. The visual cue is to use stamps or finger painting to draw dots when articulating /d/ repetitively.

/s/- behind bottom teeth or alveolar ridge- whichever comes natural to child.

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/sh/
- elongate and exaggerate /sh/ sound
- visual cue of finger against puckered lips, let the child tell something eg. an animal to be quiet 'shhhh'
- put your teeth together, pucker lips for a kiss or like a fish
- 'shoo' an animal/bug away

/m/
- hide your lips, zip your lips together, use a peg opening and closing as
visual
- lips together, can get child to hold lips together with hands
- talk about what sound you make when something's yummy 'mmmm'

/l/
- lick an ice cream
- replicate tongue tip going up to alveolar ridge
- lion

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/sh/ introduce the sound - ie shushing sound and rounding of the lips, then demonstrate sound production, and potentially moving a sheet of tissue paper held in front of their mouth using just the sound production. Then can refer back to the /sh/ sound as "the tissue sound"

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/t/ /t/ /t/ /t/ - tennis ball goes back and forth

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Tongue tip in bumpy spot behind teeth (concept). Sides of tongue touch sides of teeth and gums inside mouth, forming a seal.

Put peanut butter/yoghurt/vegemite/nutella in the articulation spot, with a tongue depressor, or get the parent to do it, as a tactile cue. "Can you tell me what it tastes like".

"Put your lizard back in the cage" - when tongue is outside mouth.

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/b/

make sure our lips are touching, turn on our voicebox.

Push the hard air out to make /b/ - soft air makes /p/

We should feel a little puff of air if we put our hand in front of our mouth

"that was a nice try, but if we don’t turn out voicebox on, we are going to make a /p/ sound, lets try that again"

We can make a gesture to represent this

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/k/

we are going to open our mouth just enough to fit our finger between our lips

This is a back sound, so our sound comes from the back of our mouth - imagine we have a soccer ball in our mouth and we are kicking the ball with the middle of our tongue - make sure the tip of your tongue stays under your bottom teeth (put some vegemite, peanut butter, nutella here)

We are going to keep our mouth open and switch on our voicebox

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camera clicking, hand in front of mouth for airflow, lay down on floor to get tongue at back of the mouth, visuals (kick, key, kettle, kite)

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Tapping sound, ticking sound, clock sound, tick tock sound, front sound, tongue tip sound, tiptoe sound

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 /v/ - rev like a car, feeling the vibration/tingle on their bottom lip (voice) 

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 /v/ - rev like a car, feeling the vibration/tingle on their bottom lip (voice) 

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If having difficulty with the voiced part - Work out what voiced sounds they do have in their inventory and show them how it feels e.g. can you feel the bees buzzing when you say this sound

This can be helpful if the child is producing a /p/ when you try to cue them for a /b/ sound (e.g. “put your lips together and when we say ‘buh’ you will feel the puff of air.’)

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/p/ - child holds up a piece of tissue paper in front of their mouth. Aim is to make the tissue paper move when producing the /p/ sound. (don’t need voice).        

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/p/ - child holds up a piece of tissue paper in front of their mouth. Aim is to make the tissue paper move when producing the /p/ sound. (don’t need voice).        

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Put your lips together and then push them away with a puff of air or blowing out a candle

Let’s make sure your voice is turned off, when you touch throat you should not feel any vibrations

make /p/ sound while popping bubbles

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/P/
- Start at sound level using verbal and visual cues
- instruct the child to press their lips together and then open their mouth and push out the air- using their hand to monitor their airflow/breath coming out.
- tell the child that it is a quiet sound to ensure they aren't making a /b/.
- once mastered, increase to word level

/V/
- start at sound level using visual and verbal cues.
- instruct the client to put their teeth on over their bottom lip and push the air out of the sides of their mouth. using their hands to monitor airflow and vibration.
-using the word descriptor "rumbling" to give a physical property for the child to relate to
- once mastered, increase to word level

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b - lips together, then open them,
turn your voice on and try to push the sound out,
air coming out of mouth, not nose
ask them to watch you making the sound

k - mouth slightly open, tongue at the top back of your mouth (show with mirror? or point)
lower tongue and push air out and making sure voice is off

use the xray of mouth app - speech tutor

put hand in front of mouth to feel the air being pushed out

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bouncing ball sound, finger on bottom lip, check airflow, hit hand on leg (tap sound)

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- Start at sound level
- Introduce the sound to the child by bringing attention to their tongue placement
- "Put your tongue on the bumpy part behind your teeth"