Caroline Bowen Ph D www speechlanguagetherapy com PACT

PACT � Typically used with children 3; 0 – 6; 0 � 5 interacting components 1. family / education 2. metalinguistic training 3. phonetic production training 4. multiple exemplar training 5. homework activities, incorporating 1 -4 above � Assessment – Quick Screener while parents observe. Additional assessment as required. Copyright © 2011 Caroline Bowen

Quick Screener Copyright © 2011 Caroline Bowen

Intelligibility Rating Copyright © 2011 Caroline Bowen

Quick Vowel Screener Copyright © 2011 Caroline Bowen

Background � PACT is a family-centred, broad-based intervention that addresses phonemic, phonetic and perceptual aspects of SSD. � Evaluated with 3 -6 year olds; has been used with older children with cognitive challenges. � 5 dynamic, interacting components (slide 1) Copyright © 2011 Caroline Bowen

� PACT takes into account the gradualness of phonological change in typical development, and the logistics of accessing adequate SLP/SLT services. � Planned blocks, and breaks. � Explicitly trained parents continue aspects of intervention in the breaks. Copyright © 2011 Caroline Bowen

Target Selection Phonetic, phonemic and perceptual targets. • Traditional & newer selection criteria are used. • Those marked “sometimes” may be used with children unable to cope with more complex targets. • Contrasts may be minimal, maximal or multiple. Copyright © 2011 Caroline Bowen

Intervention Procedures 1. � 2. 3. 4. � 5. Parent Education Fifty-Fifty Split Metalinguistic Training Phonetic Production Training Multiple Exemplar Training Listening lists / focused auditory input / alliterative input / minimal pair activities Homework Copyright © 2011 Caroline Bowen

Have a cue that means “think” …like Einstein who was a very good thinker!

Intervention Activities – Multiple Exemplar Training � These activities take place during therapy sessions with the SLT, and then go home (or to preschool / school) for “homework”. � Pictures on the Freebies pages. � The child is helped to do the activities. � Parents are often very innovative in thinking up multiple exemplar games that suit their family “style”. Copyright © 2011 Caroline Bowen

1. “Point to the one I say” The child points to pictures of the words, spoken by the adult in random order or rhyming order. RANDOM: key, call, cop, tea, tall, top RHYMING: key-tea, call-tall, cop-top 24 October 2021 Copyright © 2011 Caroline Bowen

2. “Put the rhyming words with these words” 3 to 9 cards are presented e. g. , seat, sell, sour, sip The child puts rhyming cards beside them, with as much help as needed. sheet, shell, shower, ship 24 October 2021 Copyright © 2011 Caroline Bowen

3. “Say the word that rhymes with the one I say. ” The adult says words with the target phoneme or structure; child says rhyming non-target words adult: “flat” child: “fat” adult: “slow” child: “sew” Child says words s/he can already say. 24 October 2021 Copyright © 2011 Caroline Bowen

4. “Give me the word that rhymes with the word I say. ” - NB – children are helped with all of these The adult says the non-target word, and the child selects the rhyming word containing the target sound. Adult says (names) “pole” Child selects a picture of “foal” Adult says (names) “pan” Child selects a picture of “fan” 24 October 2021 Copyright © 2011 Caroline Bowen

5. “You be the teacher now! Tell me if I say these words the right way or the wrong way. ” The adult says words or phrases and the child judges “right” or “wrong” n n n “camera” / “tamera” “candle” / “tandle” “cup of coffee” / “tup of toffee” 24 October 2021 Copyright © 2011 Caroline Bowen

“You be the teacher and tell me if I say this the right way

6. “Silly sentences” The child judges whether or not a sentence is “silly”. Twinkle,

7. “Silly Dinners” The adult says what s/he wants for dinner, and the child judges whether it is a “silly dinner”. I want jelly / deli I want fish and chips / ships I want green peas / bees I want a cup of coffee / toffee 24 October 2021 Copyright © 2011 Caroline Bowen

8. “Shake-ups and Match-ups” The child is shown 4 pictures: e. g. , tea-team; bee-beam The pairs are said to the child rhythmically several times. The cards are “shaken up” in a container and tipped out onto the table. The child then arranges them “the same as they were before” (i. e. , in pairs). 24 October 2021 Copyright © 2011 Caroline Bowen

9. “Find the 2 -step Words” The child sorts near minimal pair words representing cluster vs. singleton contrasts. plane-pain plan-pan play-pay burst-Bert Beast-beat nest-net 24 October 2021 Copyright © 2011 Caroline Bowen

10. “Walk when you hear the two steps” The child “finger-walks” two steps upon hearing a consonant cluster as opposed to a singleton consonant at the beginning of a word. e. g. , the child “walks” for “true” but not “two” 24 October 2021 Copyright © 2011 Caroline Bowen