There are many different visuals and metaphors you can use to help your students better understand the need for final consonants. Bowen (2018), suggests using target words with a short vowel rather than long vowel: "In typical development, children produce codas (final consonants) more often after short (lax) vowels. When working on eliminating Final Consonant Deletion choose words like bus, check, cop, rather than base, choke, keep where the vowel is long (tense)." For that reason, stay away from multisyllabic words. So, we need to provide them with the most facilitative context. We want our students to get a high number of ACCURATE trials. When targeting final consonant deletion, you want to start with a handful of single syllable target words. THIS RESOURCE is one of my favorite resources for targeting final consonant deletion due to the carefully selected target words. I find that it can be difficult to find final consonant deletion resources that do not target voiced stops. Instead, voiceless stops (t, k, p), fricatives (s, sh), and nasals (m, n), are all good options! Due to the nature of voiced stops, we automatically add an "uh" at the end when we emphasize it. This is because with final consonant deletion therapy we are often exaggerating the final sounds. Targeting voiced stops will often result in an unwanted schwa at the end of the word (e.g., "bed" becomes "Bed-uh"). Using high frequency words in therapy has been shown to reduce cognitive demands and improve intervention outcomes by creating phonological change in both treated and untreated sounds (Sosa, 2016). Here are a few things to consider when selecting targets specifically for targeting final consonant deletion: This first "do" of treating final consonant deletion is a big one. The 3 do's of treating final consonant deletionġ.
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