Friday, May 14, 2010

Pragmatics and Complexity Articulation Approach, by Julia O’Brien (2010 SDSU Graduate Student)

Below is a lesson on reading body language and increasing vocabulary needed to express emotion.
Theret is also an example of how to implement the complexity approach in articulation therapy. Specifically I used the /thr-/ and /spl-/ blends. Characters and a simple story line are created, the words practiced, the book mastered and ownership taken by the kiddos. It is their story with themselves actually in the story so this is usually very successful. 

Reading Facial Expressions/Working Memory

Skills to be addresses in this activity:
Making inferential guesses
Identifying possible emotion through facial expression
Turn taking
Listening to other group members
Increased vocabulary
Working memory
Encourages participation
Encourages individuality

Goal of activity:
1. Increase the student’s ability to make inferences about the person based on their facial expressions.
2. Increase awareness of what someone else may be telling us through their emotion and facial expression.
3. Increase vocabulary of “feeling/emotion” words.

Prior to activity with students
1. Cut out a variety of pictures of faces from magazines, catalogues, etc. Make sure to have a wide range of facial expressions, ages and ethnicities of people and place them all in a bag.
2. Cut out individual facial features (eyes, nose, mouth, etc.) from larger pictures & place in a small bag
3. Print a silhouette cartoon head.

Procedures
- Identify that students are not to use the “easy” words Happy, Sad or Mad.
- Have each student pick a face and give a description of how that person may be feeling. Ask them why they think happened to that person to make them feel that way.
- Write words on the board and have the kids show their example of each word as it gets added to the list (i.e. surprised, lonely, thrilled, excited, etc.)
- Some kids may give an action that describes what the person is doing (i.e. smiling, laughing, crying), so discuss how you may feel while doing that action.
- Continue as long as time permits and every student has had multiple chances to participate.

- Have each student pick one feature from the bag of individual features. 
- Have each student glue on their feature onto the silhouette
- Have the group name the person (i.e. Jackson Montgomery)
- Introduce the working memory task. “Jackson Montgomery is going on a camping trip (or going to the beach or going on summer vacation, etc.) and the first thing he wants to do is _________.
- The next student has to recall the entirety of the story, retell it aloud and add another activity.
- If the students can’t remember, he/she can ask for a hint. The student who’s activity can’t be recalled can give a clue. (Giving clues is hard for them so its good practice to give some information without giving the exact answer).
- If working memory skills are not very strong, encourage the kids to think of really silly activities because they have a tendency to laugh about it and recall it with greater ease.

 Book with target Articulation sounds /spl-/ and /thr-/

If you have decided that your student would benefit from the /spl-/ or the /thr-/blend (complexity approach) for phonology treatment, make a book of target words that the kids will learn, rehearse and master.

Splumu (monster)
Sploony (monster) (the two are best friends but want more friends)
Spleet (the planet they live on)
Splum (what they like to eat)

Thromo (monster)
Thrattle  (monster) (the two are best friends but want more friends)
Throot  (the planet they live on)
Thram (what they like to eat)

Example of story: (each page has a picture)
Pg 1 This is Splumu
Pg 2 This is his best friend Sploony
Pg 3  Splumu and Sploony live on the planet Spleet
Pg 4  Splumu likes to eat splum
Pg 5 Splumu wants to visit earth
Pg 6 Splumu wants to meet Billy (Name of child here)
Pg 7 Billy wants to play baseball (child’s favorite hobby here)  with Splumu.
Pg 8 Splumu and Sploony come to earth to meet Billy and they become good friends.

The kids get to color the pages of the story and once the book is mastered, the child gets to read it in front of his/her class if desired. Practicing their words knowing they are going to present in front of the class allows them to take ownership and want accuracy.

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