o   Articulation: Omissions, Substitutions (fowow vs. follow), Additions, Distortions (lisp)

o   Voice: Hypo-nasality,

Hyper-nasality (common with cleft palate), Overloud, Whispery/Breathy

o   May have trouble getting others to understand him

o   Can read and pronounce words, but difficulty understanding them

o   Difficulty with

§  Phonology- rules regarding how sounds can be used and combined (b/a/t 3 phonemes)

§  Syntax- the way sentences of words are combined into phrases and sentences

§  Morphology- form and internal structure of words (endings, tense, plurality)

§  Semantics- understanding of language

§  Pragmatics- rules that govern reasons for communication and choice of codes to be used when communicating (culture (usted/tu, Steve/Uncle Something, Kristin/Mrs. Brackett))

·      Be patient when student is speaking, since rushing may result in frustration

·      Reinforce communication attempts

·      It’s important to provide accurate feedback regarding their message. I will often work with what I do understand, then ask for more information (e.g. “Wow! That sounds like very exciting news. You and mommy went where?”). If you simply cannot decipher any of the intended message, then gently prompt (e.g. “Hmm, tell me again”) or try to utilize contextual clues in the environment (e.g. “Can you show me?”). - Deanna Swallow

·      Do not provide words or finish sentences for a person who stutters or speaks with difficulty; let the person complete his or her thoughts

·      Naturalistic approach, meaning they get natural reward instead of, say, a token system. They ask for juice, they get juice

·      Use buddy system, so the student can continually practice speaking throughout the day