Esto es parte de una serie de juegos de palabras para terapia del habla para niños que tienen paladar hendido. Este juego para terapia es el único que se enfoca en un sonido de alta presión (CH), produciendo junto a otros sonidos de bajo presión, sonidos nasales, y las vocales, que el niño debe poder producir sin error.
This is part of the series of French cleft palate speech therapy word games. This therapy game is unique in that it targets the one high pressure sound /ʒ/ the child is targeting paired with other low pressure and nasal sounds which the child should be able to produce free of error.
This is part of the series of Kiswahili cleft palate speech therapy word games. This therapy game is unique in that it targets the one high pressure sound (g) the child is targeting paired with other low pressure and nasal sounds which the child should be able to produce free of error.
A series on literacy for children with intellectual disabilities.
This is part of the series of Brazilian Portuguese cleft palate speech therapy word games. This therapy game is unique in that it targets the one high pressure sound (b) the child is targeting paired with other low pressure and nasal sounds which the child should be able to produce free of error.
This is part of the series of Brazilian Portuguese cleft palate speech therapy word games. This therapy game is unique in that it targets the one high pressure sound (p) the child is targeting paired with other low pressure and nasal sounds which the child should be able to produce free of error.
This is part of the series of Cantonese cleft palate speech therapy word games. This therapy game is unique in that it targets the one high pressure sound (b) the child is targeting paired with other low pressure and nasal sounds which the child should be able to produce free of error.
This study investigates the use of narrative dynamic assessment in decreasing overidentification of students from American Indian communities as language impaired.
This study investigated dynamic assessment in evaluations among SLPs and explored whether different procedures would increase its use.
This study investigated how and why SLPs choose standardized assessments in their practice.
