The other unaddressed problem or elephant in the room is “fifteen” and “fifty” -“sixteen” and “sixty.” The English names for the teens are so auditorily similar to the decades names. This week I started using my Early Intervention Program (EIP) utilizing Interactive Metronome for a 14 year old adopted patient. It was the portion of therapy that we are suppose to be practicing saying the decades. But for those numbers “50” and “60”- she said “15” and “16.”
In the past, she has practiced counting to 20 plenty of times; then stops. She has an Auditory Processing Disorder and cannot capture small pieces of sound. She has learned how to read using my A Time for Phonics program, she has learned how to write “the American way”- top down, left to right. Now we just have to drive positive experiences to build positive neuroplasticity and build her auditory processing skills so she can capture all of those small sounds- that so many people take for granted that she can hear. She also needs to learn when to omit sounds. Her auditory acuity is perfect, it is a temporal auditory processing deficit. I have decided to write out “fifteen,” “fifty,” “sixteen,” “sixteen,” then we are going to phonetically decode it-Then try to put it back into my EIP for her. I will let you know how my patient does. If you have any other ideas- please let me know. She and her amazing Mom already use my Math Made Fun Playing Cards for math and games.
Sincerely,
Dana Merritt MS CCC SLP and Vision Therapist
(I have seen this same problem before but this time- I could not stop the /n/ phoneme from coming out off of her mouth.)
probably you can record it on audacity or praat and emphasize the last segment ( increase duration of it / or increase intensity of it)// auditory highlighting it.. and replay it back
it can be done is discrimination training module.
or use dichotic method, 'fifty' in one ear and 'een' in another ear..
I dearly appreciate your recommendations, but during this Early Intervention Program with Interactive Metronome, my patient is already hearing the sound of an IM reference sound and guide sounds, (at 54 beats per minute) through headphones, while I am moving her hands through a clapping motion. The activity includes her looking at me, capturing what I have said, and then repeating it back correctly if possible, on the subsequent beat.
There’s more information about how I do this therapy on my website. Here is one case study:
Merritt_Speech_and_Learning_A_Look_Into_An_SLPs_Toolbox.pdf
Thank you for wanting to help me- help my patient. Sincerely, Dana
I have excellent news to share. The very next week, when I wrote out the words "fifteen" and "fifty" and "sixteen" and "sixty". I then showed my young patient how we mark that word using our "A Time for Phonics" method and her eyes lit up and she said "fifty" perfectly and "sixty" perfectly. We then began the Interactive Metronome Early Intervention Program and when the time came she looked at the printed word, looked at the Arabic digits "50" and said it beautifully. She did it perfectly for "60." Knowledge is power" once this young Blah Blah knew she had to say the correct word- she did it. I love positive neuroplasticity. Her mother watched on the TV screen, but we could tell her that "She beat Miss Dana on the math exercise." She beamed with joy.
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