I’ve also outlined that in the freebie linked here. patterns that you are not seeing emerge in conversational speech).Įach individual Cycles session follows a set format: review previous sessions words, auditory bombardment, practice, stimulability check, metaphonological activity, and auditory bombardment again.
Target any patterns and phonemes again that the child still needs to work on (e.g. When you have covered all the patterns a child is stimulable for and all the phonemes within each pattern, then you have completed one cycle! Go back to the beginning and start a new cycle. If a child is not stimulable for any phoneme within a pattern, it is ok to skip that pattern and move on to the next one! You can keep checking for stimulability as you work on other sounds/patterns. Then move on to initial /b/ for one hour, and then move on to the next pattern that the child is stimulable for (e.g. Maybe the child is stimulable for initial /m/ and initial /b/. Work on final /t/ for an hour (can be one 60 min session or two 30 min sessions), and move on! Then look at initial consonant deletion. If the child is only stimulable for final /t/ then only work on that phoneme when targeting final consonant deletion. For example, when looking at final consonant deletion, determine if the child is stimulable for final /t/, /p/, /m/, or /n/. Go consult that visual I mentioned to see what I mean!ĭetermine which of these patterns the child is stimulable for and which phonemes within that pattern the child is stimulable for. fronting or backing), S blends, and gliding of liquids. When you are using the Cycles Approach there are 6 primary patterns you are really concerned with: syllableness, final consonant deletion, initial consonant deletion, anterior/posterior contrasts (i.e. Look for phonological patterns in the child’s speech. It’s going to really make it clear for you! So how do I “do” Cycles?įirst, you need to conduct an evaluation. It will totally help you see what Cycles primary patterns look like. I’m going to link a great freevisual I created here. This approach also mimics more natural speech sound acquisition (we don’t master /b/ completely before we move on to /p/ when learning to speak, right?), and allows you to make greater progress faster! You complete one “cycle” when you work through ALL of those patterns with the child. This allows you to work on a bunch of targets in a shorter amount of time. You work on each phoneme within a pattern for an hour and just move on. So one cycle may include targeting the following phonological patterns: final consonant deletion, S blends, fronting, and gliding. A “cycle” consists of targeting ALL the primary phonological patterns (more about these later) - and phonemes within those primary patterns - that a child is not yet producing in his speech but that he is stimulable for. This is where the biggest misconception comes in.
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