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Traditional Van Riper Articulation Approach

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Nora Townsend

on 17 March 2017

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Transcript of Traditional Van Riper Articulation Approach

Bottom-up drill approach
Begins with auditory discrimination training (i.e. ear training)
Establishment of the new sound using sound-evoking techniques
Production practice with the newly established sound in isolation, nonsense syllables, words, phrases, sentences, and conversation
Generalization and maintenance practice
Charles Van Riper
Pioneer in the treatment of stuttering
Suffered from stuttering himself, though eventually learned to control it
Stuttering
65% - 75% of children diagnosed with stuttering will recover within the first 2 years
Affects more males than females likely due to differences in the physical maturation rates
High degree of familial incidence. 50% of people who stutter report they have a relative who stutters/has stuttered
Recent genetic research shows stuttering may be linked to a specific gene, though which gene is still unknown
Traditional Motor Approach
Traditional Van Riper Articulation Approach
Work Cited
Owens, R. E., Farinella, K. A., & Metz, D. E. (2011). Introduction to Communication Disorders: A Lifespan Evidence-Based Perspective (4th ed.). Upper Saddle River, N.J.: Pearson.
Continued...
Was an established professor of speech-language pathology at Western Michigan University
Attempted to find the cause and cure of stuttering, though he and his predecessors have been unsuccessful
Wrote
The Nature of Stuttering
, 1992
Example(s) of the approach


1. Auditory Discrimination- Can the client discriminate between correct and incorrect productions of the targeted sound?
SLP says "pitten" instead of mitten, "bilk" instead of milk. SLP says two words "bob" and "mob" to see if the child can discriminate between the two.
2. Establishment of new sound- Does the client know where the sound is placed in the mouth? If it is voiced/voiceless? Can they conduct the sound using this knowledge with aid?
SLP shows where /m/ is placed (bilabial), that it is voiced, etc.
3. Production practice in each stage (isolation, nonsense syllable, word, phrase, sentence, & conversation)
/m/ --> /ma/,/mi/ --> mom, many --> Many moons -->
My mom might... --> Maybe Mary likes marshmallows in her milk.
4. Generalization/Maintenance
Practicing correct sound production with grandma instead of SLP... Attempting in McDonalds instead of speech room... Successfully doing homework with correct production.
Working with /m/
Full transcript