This program has been updated and is a COMPLETE, step-by-step program that will teach you to baseline and implement reduplicated syllables for those not ready for a true phonological program.
In our practice, we begin this drill DAY ONE with all of our speech and language children while working on their language skills and not only do we see amazing progress in LANGUAGE, but their speech improves at the same time!
The combination of both language therapy and reduplicated syllable therapy has allowed a lot of our children to age out of EI and they do not require school speech therapy!
These modifications can be used with
- Young children
- Children with apraxia in need of early consonant drill
- Lower functioning children in schools with various disorders and syndromes.
- Children with profound phonological delays who are not ready for CVC yet!
- Very useful in children with Autism that are babbling and verbal, but not using
Children with impaired phonological systems in Early Intervention programs are rarely given the opportunity to target their phonology because many states forbid this type of therapy until the age of 3.
However, as SLPs, we know phonological skills begin developing at birth and that 3 is not some magic age where children begin talking and suddenly become intelligible.
Most of the children we serve in our practice have limited vocalizations and limited words, and if they use any words at all, those they use are unintelligible, even to their parents. This caused me to ask the question:
Why is it we can intervene early for language, but
What is going to happen to the child at 3?
Are they suddenly going to wake up with an intact
phonological system and have intelligible speech?
Of course, the answer to that question is NO! Language and speech are NOT mutually exclusive domains. They are interconnected as the child develops. Why can they not be targeted together?
RST allows the clinician to target both language skills and phonological skills in the same session through play.
For children who are hesitant to try new initial consonants, you can work on those they can already produce and target them in CV, CVCV, CVCVCV. For example, if a child can say "bye-bye", you can work on having them say "bye-bye-bye". While it doesn't sound like much, it's another syllable and increased self-esteem for the child when they are able to do it!
When you consider the early sounds of / b, d, h, m, n, p, t, w, j / you have a lot of options for sound targets. RST will help you establish your baseline of the sounds the child is able to produce at the 1, 2, and 3, syllable level. After that, it's only a matter of incorporating them into your language-based play therapy.
By implementing this therapy, we have seen children become willing to TRY new initial sounds because reducing the phonological load to CVs allows them to have success instead of failure.
Additionally, parents can easily implement the target words at each level leading to more practice. After a few months of this therapy, many children are ready to move to CVC targets and to begin adding final sounds on words.
You can find the entire program on TpT here: