TALKTOOLS ®

THERAPY TACTILE TOOLS FOR

TALKTOOLS THERAPY TACTILE TOOLS FOR APRAXIA OF SPEECH
®
APRAXIA OF SPEECH
Disinfect therapy tools before use.
BILABIAL SHAPES AND TACTILE TUBES
(for / m /, / p /, / b /, / ʊ / “oo”, / ο / “oh”, and / α / “ah”
This set of tools is for use as a tactile cue to help with correct position and production of the bilabials / p /, / b /, and / m /
and the vowels / ʊ / “oo”, /o/ “oh”, and / α / “ah”. “Speech Blocks” used in conjunction with this program may be helpful for
clients who have difficulty achieving jaw placement for vowels. Clients diagnosed with apraxia often have difficulty learning
to imitate sounds and words from verbal and visual cues alone. Adding tactile cues will help the client feel where the
articulators should be, thereby increasing the chance of achieving correct sound imitation. These tools are appropriate for
the following types of clients:

a. Client is imitating few to no speech sounds or motor movements with accurate movement patterns, using auditory
and visual cues alone.

b. Client does not respond with the correct motor movement when given a moto-kinesthetic cue or PROMPT.

c. Client exhibits both motor planning deficits and muscle control deficits (e.g., Childhood Apraxia of Speech and
Dysarthria).

d. Client cannot achieve correct articulator placement for the targeted sounds, e.g., client attempts to produce the
sound with a lax or abnormal movement pattern.

e. Client is imitating some sounds but cannot sequence a consonant and a vowel together.

f. Client is working to develop oral motor skills through an Oral Placement Program but has difficulty transitioning the
skill to speech practice.

This program is developed in a hierarchical model. The tools are designed to facilitate the correct placement pattern for
isolated speech sounds. Once a correct movement pattern is achieved, the tool is removed and a kinesthetic cue is used to
transition the movement into production of the target sound. When the client can produce the sound with a kinesthetic cue,
the final transition is to an auditory and visual cue alone. Thus, the client begins this program with tactile, auditory and visual
cues which allows the client to receive maximum sensory input to achieve the sound. Once a correct production is achieved,
repetitive practice can begin to teach muscle memory for each target sound. As skills improve, tools and tactile cues are
gradually eliminated until the client can imitate the sounds using only verbal and/or visual cues.
Suggestions for use:
1. Some of your clients may be working through the TalkTools Therapy™ Oral Placement Therapy program (OPT) for
reduced placement, mobility, agility, precision and endurance in the oral structures for speech production. If so,
you will only begin this program after the following oral placement skills have been achieved:
• Client has developed the motor plan for controlled oral airflow for speech through Step 2 of the TalkTools
Therapy(TM) Bubble Blowing Hierarchy or Horn #1 of the TalkTools Therapy(TM)® Original Horn Blowing Hierarchy.
If a client does not have access to volitional control of oral airflow (i.e., inability to blow a horn) that same client may
produce a speech movement (e.g., lips closed) but not vocalize the target sound (e.g., “say /m/”).

1852
3420 N. Wallace School
Dodge Blvd., Rd, 148
Suite Suite H MDSS
MDSS
Charleston, SC 29407
Phone:
Phone:
Tucson, AZ 85716
888-529-2879/ Fax:
888-529-2879/Local: 843-206-0590
520-795-8544
ECEC REP
REP Burckhardtstr.
Burckhardtstr.
1 1
[email protected]
Fax: 520-795-8559 [email protected]
30163
30163 Hannover,
Hannover, Germany
Germany
www.talktools.com
www.talktools.net
WARNING:
WARNING: Therapy
Therapy tools
tools should
should notnot
be be used
used without
without therapist
therapist or parent
or parent supervision.
supervision.
Copyright ©2013 TalkTools ®
1
Copyright ©1993 TalkTools ®
/ Innovative Therapists International
 Page 2 of 20
• Bilabial Shapes for /m/, /p/ and /b/ may be introduced once lip closure is achieved through Spoon Feeding, Lip
Press, Horns for Lip Closure or any other oral placement activity which elicits lip closure. See Oral Placement
Therapy for Speech Clarity and Feeding, by Sara Rosenfeld-Johnson, M.S., CCC-SLP, for activities that
facilitate lip closure.
• Tactile Tubes for /oo/, /oh/ and /ah/ may be introduced once lip rounding is achieved using the TalkTools®
Honey Bear with Straw or Straw #1 of the TalkTools® Straw Hierarchy, Horns for Lip Rounding, Bubble Blowing
Hierarchy, Ice Sticks, or any other oral placement activity which elicits lip rounding. See Oral Placement
Therapy for Speech Clarity and Feeding, by Sara Rosenfeld-Johnson, M.S., CCC-SLP for activities that
facilitate lip rounding.
2. These tools can be used in conjunction with most speech sound production programs. The tools are most helpful
in those cases where verbal and visual cues alone do not stimulate target speech sounds.
3. Research has demonstrated that the use of varying visual cues, such as color and shape, assists clients in
differentiating between categories by increasing attention and demonstrating differences. The tools in this kit
vary in both shape and color to help the client differentiate between the given phonemes.
4. Once the client can correctly produce the targeted bilabial (/ m /, / p /, or / b /), or vowel (/oo/, /oh/ and /ah/) in
isolation using the tools, eliminate the tool. It may be necessary to reintroduce the tool when transitioning the
phoneme into production in syllables, words and phrases. Not all clients will need this additional cueing for
transitions.
5. Begin using these tools for single sound production with clients who are not imitating sounds in isolation.
6. Seating: Work in a stable seating posture that encourages a 90-degree angle in the hips, knees, ankles, and chin.
Dycem can be placed on the seat surface to increase stability. Work face-to-face, with the hands down or at
midline.
7. When the tool is placed between the lips or teeth as explained in the following instructions, it will stimulate
awareness for the required lip movement and jaw placement. The tool can be used when working on any of the
following positions within a word: initial, medial, or final consonant and/or vowel production.
8. If necessary, cold (place the tool in the freezer prior to use), or vibration (hold a Z-Vibe in the same hand as the
tool) can be added to the tool to increase sensory awareness and acceptance. Flavors have also been useful
to increase acceptance of the tools, however, some of your clients may want to “suck” the flavor off of the tool,
rather than perform the task.
9. The tools can be sanitized after the therapy session using an authorized cleaning agent.
10. The following instructions are written in a hierarchy for each level, progressing from the greatest amount of
intervention (tactile/visual/verbal) to the least (verbal only). The amount of intervention needed will be determined
by the client’s diagnosis and abilities.
11. Hand-assisted oral positioning cues are recommended for some clients when transitioning from the presence of
the tool to production of the speech sound using verbal cues alone.
When using hand-assisted oral positioning cues, placing a therapy pillow or your non-dominant hand behind the client’s
head may increase your ability to give tactile input to the articulators.
12. If the client continues to have difficulty with vowel placements, refer to “Apraxia Kit: Speech Blocks” for additional
tools for vowel production.
13. A Speech Tracking Form is included with these instructions to chart progress.
14. Homework: The highest level achieved before failure should be assigned for homework. The parent or guardian
should be taught how to use the tool, as well as the hand-assisted oral positioning cues, to elicit the correct
speech sound for home practice.

1852 Wallace School Rd, Suite H MDSS

Charleston, SC 29407
3420 N. Dodge Blvd., Suite 148
Phone: 888-529-2879/ Fax: 843-206-0590
EC REP MDSS
Burckhardtstr. 1
Tucson, AZ 85716
[email protected] 30163 Hannover,
EC REP Burckhardtstr. 1 Germany
www.talktools.com Phone: 888-529-2879/Local: 520-795-8544
Fax: 520-795-8559 [email protected] 30163 Hannover, Germany
www.talktools.net WARNING: Therapy tools should not be used without therapist or parent supervision.
Copyright
WARNING: Therapy tools should not be used©2013 TalkTools
without
®
therapist or parent supervision. 2
Copyright ©1993 TalkTools® / Innovative Therapists International
 Page 3 of 20

Level 1:
Bilabial Shapes: Motor Planning for Isolated Bilabial Speech Sound Production /m/, /p/, and /b/

Note: When targeting isolated consonants be sure you do not add a schua or “uh” to the isolated phoneme (e.g.,
the phoneme /m/ would be produced as “mmm”, not “muh”) when you are modeling the speech sound. Clients
with oral placement deficits, specifically jaw instability, often add the additional vowel. Isolating the movement of
the articulator (in this case, /m/) is more difficult than allowing the jaw to drop into a neutral position, following the
imitative attempt.

Blue square for /m/: Placement:

Step 1: Bilabial Shape for Speech Production (tactile/visual/verbal): If you are working through the TalkTools Therapy ®
Oral Placement Program, speech practice should follow immediately after the motor task that facilitates the target movement.
Your goal will be to immediately transition from the oral placement activity to speech.
a. Place the blue square between the client’s lips as a tactile cue to facilitate lip closure. The lips should not be
retracted for production, but rather should be in a natural lip closure position without any evidence of tongue
protrusion. If abnormal movements are observed and cannot be corrected, return to the Oral Placement Therapy
activities until a normal movement pattern can be achieved.
b. With the Blue square in place, ask the client to imitate / m /. Remove the tool after the client attempts to make the
sound. *Do not accept an incorrect placement even though the acoustic production seems “adequate!” Doing so
may lead to reduced intelligibility as the motor demands increase during connected speech.
c. Repeat three times, removing the tool each time. Repeating the activity is crucial for motor plan development.
In this practice, the client will feel the movement, see how the sound is made, and hear the sound itself, thereby
assisting the client in establishing the motor plan for lip closure and the production of / m /. One of two possible
scenarios will result from the three repetitions:
Scenario 1: Client does not achieve the targeted sound in the three repetitions. Put the tool away and introduce another
sound. Come back to the /m/ sound later in the session and attempt the three repetitions.
Scenario 2: Client achieves the targeted speech sound at least once in the three repetitions. Repeat the practice until you
achieve three standard repetitions.
d. Criteria for Success: Client can imitate the / m / sound in isolation, three times consecutively, using the tool.

Step 2: Production: ALTERNATE tactile/visual/verbal cues with visual/verbal cues to eliminate the need for tactile cueing.
a. With the blue square in place, ask the client to imitate / m /. Remove the tool after the client attempts to make the
sound one time (tactile/visual/verbal cues).
b. Show the client the blue square as you give the verbal and visual cue, “Say / m /,” one time (visual/verbal cues).
Note: If the visual/verbal cue alone does not stimulate standard production, use a hand-assisted oral positioning cue. If you
have been trained in a cueing program such as moto-kinesthetics or PROMPT, that cueing system may be used in place of
the following hand-assisted oral positioning cues.

1852 Wallace School Rd, Suite H MDSS

Charleston, SC 29407
3420888-529-2879/
Phone: N. Dodge Blvd.,Fax:
Suite843-206-0590
148 EC REP MDSS
Burckhardtstr. 1
Tucson, AZ 85716 30163 Hannover, Germany
www.talktools.com
[email protected]
Phone: 888-529-2879/Local: 520-795-8544
EC REP Burckhardtstr. 1
Fax: 520-795-8559 [email protected] 30163 Hannover, Germany
www.talktools.net WARNING: Therapy tools should not be used without therapist or parent supervision.
Copyright ©2013 TalkTools®
WARNING: Therapy tools should not be used without therapist or parent supervision. 3
Copyright ©1993 TalkTools® / Innovative Therapists International
 Page 4 of 20
Hand-assisted oral positioning cue: With your dominant hand, press the outer surface of the index and middle fingers to the
client’s closed lips as pictured below. Prolong the pressure for slightly more than one second as you produce the phoneme /
m /. Remember to model the sound and give the cue simultaneously.

c. Alternate a. and b. above, three times. (one time with the tool, one time without the tool (using hand positioning cue
if needed), three times.
d. Criteria for Success: The client can imitate the / m / sound three times consecutively, alternating between tactile/
visual/verbal cues and visual/verbal cues, with or without a hand-assisted oral positioning cue.

Step 3: Production of /m/ (visual/verbal)

a. Show the client the blue square as you give the verbal and visual cue, “Say / m /.”
b. Use the hand-assisted oral positioning cue only if the client does not produce the / m / sound correctly.
c. Criteria for Success: The client can imitate the / m / sound three times consecutively using only verbal and visual
cues; no tactile cues are needed.

Yellow Triangle for / p /: Placement:

Repeat previous Steps 1. through 3. using the yellow triangle and substituting the / p / sound for the / m / sound.
Hand-assisted oral positioning cue: Use the same finger position used for / m /. Press the outer surface of the index and
middle fingers to the client’s closed lips as pictured. Use a lighter pressure with a quick release as you produce the phoneme
/ p /. Remember to model the sound and give the tactile cue on the client’s lips simultaneously.

Note: If the client voices the sound it may be necessary to work on a de-voicing cue in the following manner:

Step 1: Begin your speech practice session with the voiceless /p/ before targeting the voiced consonant /b/. If the client
produces the correct sound, introduce a voiced phoneme such as /b/ immediately following and alternate between the two
sounds several times (3 times /p/ and 3 times /b/) to ensure voicing is established.

Step 2: Use the following Oral Placement Technique in conjunction with your speech practice.

3420 N. Wallace
1852 Dodge Blvd.,
SchoolSuite
Rd, 148
Suite H MDSS
MDSS
Tucson, AZ 85716
Phone:
Charleston,
888-529-2879/Local:
SC 29407
520-795-8544
ECEC REP
REP Burckhardtstr. 1 1
Burckhardtstr.
Phone: 888-529-2879/ Fax: 843-206-0590
Fax: 520-795-8559 [email protected]
[email protected]
30163 Hannover,
30163 Germany
Hannover, Germany
www.talktools.net
www.talktools.com
WARNING:
WARNING:Therapy tools
Therapy should
tools notnot
should be be
used without
used therapist
without or parent
therapist supervision.
or parent supervision. 4
Copyright ©1993 TalkTools ®
/ Innovative
Copyright Therapists
©2013 TalkTools ® International
 Page 5 of 20
a. Begin with TalkTools® Bubble Blowing Hierarchy Step 2, by blowing a bubble and catching it on a wand. Have
the client produce a voiceless “ha” three times. Once established, progress to b.

b. Repeat a. above, one time. Next, place the yellow triangle between the client’s lips and the bubble just behind the
yellow triangle as you model “p”. Wait for the client to respond.

c. Alternate between the voiceless “ha” and the “p” three times. Once a voiceless “p” is established, progress to d.

d. Place the yellow triangle between the client’s lips and the bubble just behind the triangle as you model “p”. Have
the client practice “p” three times. Once established, return to the traditional instructions for Production of /p/.

Red Circle for /b/: Placement:

Repeat previous Steps 1. through 3. using the red circle and substituting the / b / sound for the / m / sound.
Hand-assisted oral positioning cue: Use the same finger position used for / p /. Press the outer surface of the index and
middle fingers to the client’s closed lips as pictured. Use a firmer pressure with a quick release as you produce the phoneme
/ b /. Remember to model the sound and give the tactile cue on the client’s lips simultaneously. The sound should be voiced
when working on the phoneme in isolation.

Note: If the client does not voice the sound, it will be necessary to work on a voicing cue in the following manner.
Step 1: Begin your speech practice session with the voiced /b/ before targeting the voiceless consonant /p/. If the client
produces the correct sound, introduce a voiceless phoneme such as /p/ immediately following and alternate between the two
sounds several times (three times /b/ and three times /p/) to ensure voicing is established.
Step 2: Begin with a voiced / α/ “ah” sound. If you have not yet taught the client to produce a voice on command, refer to “ah
in supine” in Oral Placement Therapy for Speech Clarity and Feeding for step by step instructions.
a. While the client is imitating “ah”, using your non-dominant hand, place two fingers on the voice box with slight
pressure as an additional tactile cue (you can use the additional verbal cue “voice on” for additional verbal
feedback). Have the client produce the voiced “ah” three times. Remove your fingers between productions. Once
established, progress to b.

b. Repeat Step a. one time. Next, place the blue circle between the client’s lips and two fingers on the voice box as
you model “b”, using the additional verbal cue if necessary. Wait for the client to respond.

c. Alternate between the voiced “ah” and “b” three times. Once a voiced “b” is established, progress to d.

d. Place the red circle between the client’s lips and two fingers on the voice box as you model “b”. Have the client
practice “b” three times. Once established, return to the traditional instructions above for Production of /b/.

1852 Wallace School Rd, Suite H MDSS

3420 N.Charleston,
Dodge Blvd.,SCSuite
29407148 EC REP MDSS
Burckhardtstr. 1
Phone: 888-529-2879/ Fax: 843-206-0590
Tucson, AZ 85716
[email protected]
Phone: 888-529-2879/Local: 520-795-8544
EC REP Burckhardtstr.
30163 Hannover,
1 Germany
www.talktools.com 30163 Hannover, Germany
Fax: 520-795-8559 [email protected]
www.talktools.net
WARNING: Therapy tools should not be used without therapist or parent supervision.
WARNING: Therapy tools should not be used
Copyright without
©2013 therapist
TalkTools ®
or parent supervision. 5
Copyright ©1993 TalkTools® / Innovative Therapists International
 Page 6 of 20

Tactile Tubes: Motor Planning for Isolated Vowel Sound Production

/ ʊ / “oo”, / ο / “oh”, and / α / “ah”)

Red tube for / ʊ / “oo” Placement:

Step 1: Tactile tube for speech production (tactile/visual/verbal): If you are working through the TalkTools® Therapy Oral
Placement Program, speech practice should follow immediately after the motor task that facilitates the target movement.
Your goal will be to immediately transition from the oral placement activity to speech.
a. Place the red Tactile Tube between the client’s lips and teeth as a tactile cue to facilitate lip rounding and correct
jaw position.
Note: Clients unable to achieve the standard production of / ʊ / with lip contact alone may be using an incorrect jaw position.
Allowing the client to bite on the tube will facilitate proper jaw height for production of the / ʊ / sound. The client must be able
to produce the target sound using only lip contact before progressing to Step 2.
b. With the red tube in place, ask the client to imitate / ʊ /. Remove the tool after the client makes the sound. *Do
not accept an incorrect placement even though the acoustic production seems “adequate!” Doing so may lead to
reduced intelligibility as the motor demands increase during connected speech.
c. Repeat three times, removing the tool after each trial. Repeating this activity is crucial for motor plan development.
In this practice, the client will feel the movement, see how the sound is made, and hear the sound itself, thereby
assisting the client in establishing the motor plan for lip rounding and the production of / ʊ /. One of two scenarios
will result from the three repetitions:
Scenario 1: Client does not achieve the targeted sound in the three repetitions. Put the tool away and introduce another
sound. Come back to the / ʊ / sound later in the session and attempt the three repetitions.
Scenario 2: Client achieves the targeted speech sound at least once in the three repetitions. Repeat the practice until you
achieve three standard repetitions.
d. Criteria for Success: Client can imitate the / ʊ / sound in isolation, three times consecutively, using the tool.

Step 2: Production: Alternate tactile/visual/verbal with visual/verbal cues to eliminate the need for tactile cueing.
a. With the red tube in place, ask the client to imitate / ʊ /. Remove the tool after the client makes the sound one time
(tactile/visual/verbal cues).
b. Show the client the red tube as you give the verbal and visual cue, “Say / ʊ /, one time.” (visual/verbal cues)

Note: If the visual/verbal cue alone does not stimulate standard production, use a hand-assisted oral positioning cue. If you
have been trained in a cueing program such as moto-kinesthetics or PROMPT, that cueing system may be used in place of
the following hand-assisted oral positioning cues).

1852 Wallace School Rd, Suite H MDSS

Charleston, SC 29407
3420888-529-2879/
Phone: N. Dodge Blvd.,Fax:
Suite843-206-0590
148 EC REP MDSS
Burckhardtstr. 1
Tucson, AZ 85716
[email protected] 30163 Hannover,
EC REP Burckhardtstr. 1 Germany
www.talktools.com Phone: 888-529-2879/Local: 520-795-8544
Fax: 520-795-8559 [email protected] 30163 Hannover, Germany
www.talktools.net WARNING: Therapy tools should not be used without therapist or parent supervision.
Copyright ©2013 TalkTools ®
WARNING: Therapy tools should not be used without therapist or parent supervision. 6
Copyright ©1993 TalkTools® / Innovative Therapists International
 Page 7 of 20
Hand-assisted oral positioning cue: Place the thumb and index finger of your dominant hand onto the outside corners of the
lips as pictured below. Gently pull the lips into the “oo” position. Remember to model the sound as you give the cue.

c. Alternate a. and b., three times. (one time with the tool, one time without the tool using hand positioning cue if
needed) three times.
d. Criteria for Success: The client can imitate the / ʊ / sound three times consecutively, alternating between tactile/
visual/verbal cues and visual/verbal cues, with or without a hand-assisted oral positioning cue.

Step 3: Production of / ʊ /: (visual/verbal)

a. Show the client the red tube as you give the verbal and visual cue, “Say / ʊ /.”
b. Use the hand-assisted oral positioning cue only if the client does not produce the / ʊ / sound correctly.
c. Criteria for Success: The client can imitate the / ʊ / sound three times consecutively using only verbal and visual
cues; no tactile cues are needed.

Yellow tube for / ο / “oh” Placement:

Repeat Steps 1. through 3., using the yellow tube, substituting the / o / sound for the / ʊ / sound.
Hand-assisted oral positioning cue: Place the thumb and index finger of your dominant hand onto the cheek pads just behind
the corners of the lips as pictured below. Gently pull the lips into the “oh” position. As you pull the lips forward, apply slight
downward pressure to the lower jaw as you rest your middle finger on the client’s lower jaw, thereby moving the jaw to a lower
jaw position. Remember to model the sound as you give the tactile cue to the client’s lips.

1852 Wallace School Rd, Suite H MDSS

Charleston, SC 29407
3420 N. Dodge Blvd., Suite 148
Phone: 888-529-2879/ Fax: 843-206-0590
EC REP MDSS
Burckhardtstr. 1
Tucson, AZ 85716
[email protected] 30163 Hannover,
EC REP Burckhardtstr. 1 Germany
www.talktools.com Phone: 888-529-2879/Local: 520-795-8544
Fax: 520-795-8559 [email protected] 30163 Hannover, Germany
www.talktools.net WARNING: Therapy tools should not be used without therapist or parent supervision.
Copyright
WARNING: Therapy tools should not be used©2013 TalkTools
without
®
therapist or parent supervision. 7
Copyright ©1993 TalkTools® / Innovative Therapists International
 Page 8 of 20

Blue tube for / α / “ah”: Placement:

This tool is placed between the teeth, not the lips, for the remainder of the activity.

Repeat Steps 1. through 3., using the blue tube, substituting the / α / sound for the / o / sound.
Hand-Assisted Oral Positioning Cue: Use your index and middle fingers, placed perpendicularly at midline on the lower jaw,
to give slight downward pressure to the chin to encourage a low jaw position as pictured below.

1852 Wallace School Rd, Suite H MDSS

Charleston, SC 29407
Phone:
EC REP Burckhardtstr. 1
3420888-529-2879/
N. Dodge Blvd.,Fax:
Suite843-206-0590
148 MDSS
[email protected]
Tucson, AZ 85716
30163 Hannover, Germany
www.talktools.com EC REP Burckhardtstr. 1
Phone: 888-529-2879/Local: 520-795-8544
Fax: 520-795-8559 [email protected] 30163 Hannover, Germany
www.talktools.net WARNING: Therapy tools should not be used without therapist or parent supervision.
Copyright ©2013 TalkTools®
WARNING: Therapy tools should not be used without therapist or parent supervision. 8
Copyright ©1993 TalkTools® / Innovative Therapists International
 Page 9 of 20

Level 2: Transitions
Prior to working on transitions you will want to create the following visual tool: On a piece of 8 ½ X 11-inch paper draw two
boxes as pictured below. The boxes will need to be large enough to place each of the tools in the center during transition
practice.

Step 1: Bilabial Shape for Speech Production (tactile/visual/verbal)

a. Choose any two bilabial speech sounds to teach transitioning (e.g., / p / and / m /).
b. Place the Bilabial Shape between the client’s lips as a tactile cue to facilitate lip closure. The lips should not be
retracted for production, but rather should be in a natural lip closure position. Ask the client to imitate /p/. Remove
the tool from the client’s mouth and place it in the first box on the paper as pictured below.

c. Use the second Bilabial Shape (/ m /) to give the client the tactile, visual, and verbal cues to say the targeted
speech sound. Ask the client to imitate that sound. Remove the tool after production and place it in the second
box on the paper as pictured below.

1852 Wallace School Rd, Suite H MDSS

Charleston, SC 29407
3420 N. Dodge Blvd.,Fax:
Phone: 888-529-2879/ Suite843-206-0590
148 EC REP MDSS
Burckhardtstr. 1
Tucson, AZ 85716
[email protected] 30163 Hannover,
EC REP Burckhardtstr. 1 Germany
www.talktools.com Phone: 888-529-2879/Local: 520-795-8544
Fax: 520-795-8559 [email protected] 30163 Hannover, Germany
www.talktools.net WARNING: Therapy tools should not be used without therapist or parent supervision.
Copyright
WARNING: Therapy tools should not be used©2013 TalkTools
without
®
therapist or parent supervision. 9
Copyright ©1993 TalkTools® / Innovative Therapists International
 Page 10 of 20
d. Repeat b. and c. three times, alternating between speech sounds remembering to remove the tool each time.
Repeating the activity is crucial for motor plan development. In this practice the clients will feel the movement, see
how the sound is made, and hear the sounds themselves, thereby assisting in establishing the transition between
two phonemes. Remember to replace the shape in the appropriate box on the paper between repetitions.
e. Criteria for Success: The client can transition between two bilabial phonemes, using the Bilabial Shapes, three
times consecutively without any hesitation or “groping” for the sound.
/p / and / b / / p / and / m / / b / and / p /

/b / and / m / / m / and / p / / m / and / b /

Step 2: Production: ALTERNATE tactile/visual/verbal cues with visual/verbal cues to eliminate the need for a tactile cue.
a. Place the first Bilabial Shape between the lips as you give the verbal and visual cue (e.g., “Say / p /”). Place the
second Bilabial Shape between the lips as you give the verbal and visual cue (e.g., “Say / m /”).
b. Show the client the yellow triangle as you give the verbal and visual cue, “Say / p /. Show the client the blue square
as you give the verbal and visual cue, “Say m” (visual/verbal cues).

Note: If the visual/verbal cue alone does not stimulate standard production, use a hand-assisted oral positioning cue. If you
have been trained in a cueing program such as moto-kinesthetics or PROMPT, that cueing system may be used in place of
the following hand-assisted oral positioning cues).
c. Alternate between the two phonemes three times.
d. Criteria for Success: The client can transition between all possible two-phoneme combinations involving the
bilabial speech sounds / p /, / b /, and / m /, three times consecutively, with only a hand-assisted oral positioning cue
or verbal cue.

Step 3: Production: visual/verbal

a. Show the client the first bilabial shape as you give the verbal and visual cue, “Say / p /.” Show the client the
second bilabial shape as you give the verbal and visual cue, “Say / m /
b. Use the hand-assisted oral positioning cue only if the client does not produce one of the target sounds correctly.
c. Criteria for Success: The client can transition between all possible two-phoneme combinations involving the
bilabial speech sounds / p /, / b /, and / m / sound three times consecutively using only verbal and visual cues; no
tactile cues are needed.

Continue to alternate between sounds until the client needs only the verbal cue to transition between all possible
combinations of / m /, / p /, and / b /. Once the client can transition between bilabials without cueing, you can begin to
combine bilabial consonants and vowels into syllables and words in varying positions. Use the tools as a tactile reminder
only as needed. For example, if an incorrect sound is substituted and a hand-assisted oral positioning cue does not achieve
standard production, use the tools to re-establish the targeted speech sound.

1852 Wallace School Rd, Suite H MDSS

Charleston, SC 29407
3420 N. Dodge Blvd., Suite 148
Phone: 888-529-2879/ Fax: 843-206-0590
EC REP MDSS
Burckhardtstr. 1
Tucson, AZ 85716
[email protected] 30163 Hannover,
EC REP Burckhardtstr. 1 Germany
www.talktools.com Phone: 888-529-2879/Local: 520-795-8544
Fax: 520-795-8559 [email protected] 30163 Hannover, Germany
www.talktools.net WARNING: Therapy tools should not be used without therapist or parent supervision.
Copyright
WARNING: Therapy tools should not be used©2013 TalkTools
without
®
therapist or parent supervision. 10
Copyright ©1993 TalkTools® / Innovative Therapists International
 Page 11 of 20

Transition between Two Vowel Phonemes

/ ʊ / “oo”, / ο / “oh”, and / α / “ah”

Step 1: Tactile Tubes for speech production (tactile/visual/verbal)

a. Choose any two vowel speech sounds to teach transitioning (e.g., / ʊ / and / ο /).
b. Place the first Tactile Tube between the client’s lips and teeth as a tactile cue to facilitate lip rounding and correct
jaw position. With the red tube in place, ask the client to imitate (/ ʊ /). Remove the tool from the client’s mouth
and place it in the first box on the paper as pictured below.

c. Use the second Tactile Tube (/ ο /) to give the client the tactile, visual, and verbal cues to say the targeted speech
sound. Ask the client to imitate that sound. Remove the tool after production and place it in the second box on the
paper as pictured below.

d. Repeat b. and c. three times, alternating between speech sounds, remembering to remove the tool each time.
Repeating the activity is crucial for motor plan development. In this practice the clients will feel the movement, see
how the sound is made and hear the sounds themselves, thereby assisting in establishing the transition between
two phonemes. Remember to replace the shape in the appropriate box on the paper between repetitions.

e. Criteria for Success: The client can transition between two vowel phonemes using the Tactile Tubes, three
times consecutively without any hesitation or “groping” for the sound.

/ʊ / and / o / / ʊ / and / α / / o / and / ʊ /

/o / and / α / / α / and / ʊ / / α / and / o /

1852 Wallace School Rd, Suite H MDSS

Charleston, SC 29407
3420888-529-2879/
Phone: N. Dodge Blvd.,Fax:
Suite843-206-0590
148 EC REP MDSS
Burckhardtstr. 1
Tucson, AZ 85716
[email protected] 30163 Hannover,
EC REP Burckhardtstr. 1 Germany
www.talktools.com Phone: 888-529-2879/Local: 520-795-8544
Fax: 520-795-8559 [email protected] 30163 Hannover, Germany
www.talktools.net WARNING: Therapy tools should not be used without therapist or parent supervision.
Copyright ©2013 TalkTools ®
WARNING: Therapy tools should not be used without therapist or parent supervision. 11
Copyright ©1993 TalkTools® / Innovative Therapists International
 Page 12 of 20
Step 2: Production: Alternate tactile/visual/verbal cues with visual/verbal cues to eliminate the need for a tactile cue.
a. Place the first Tactile Tube between the lips as you give the verbal and visual cue (e.g., “Say / ʊ /”). Place the
second Tactile Tube between the lips as you give the verbal and visual cue (e.g., “Say / o /”).
b. Show the client the Tube as you give the verbal and visual cue, “Say / ʊ /. Show the client the blue square as you
give the verbal and visual cue, “Say / o /” (visual/verbal cues).

Note: If the visual/verbal cue alone does not stimulate standard production, use a hand-assisted oral positioning cue. If you
have been trained in a cueing program such as moto-kinesthetics or PROMPT, that cueing system may be used in place of
the following hand-assisted oral positioning cues).
c. Alternate between the two phonemes, three times.
d. Criteria for Success: The client can transition between all possible two-phoneme combinations involving the vowel
speech sounds / ʊ /, / ο /, and / α / three times consecutively with only a hand-assisted oral positioning cue or
verbal cue.

Step 3: Production: visual/verbal

a. Show the client the TactileTube as you give the verbal and visual cue, “Say / ʊ /.” Show the client the second
TactileTube as you give the verbal and visual cue, “Say / ο /
b. Use the hand-assisted oral positioning cue only if the client does not produce one of the target sounds correctly.
c. Criteria for Success: The client can transition between all possible two-phoneme combinations involving the
vowels / ʊ /, / ο /, and / α / sound three times consecutively using only verbal and visual cues; no tactile cues are
needed.
Continue to alternate between sounds until the client needs only the verbal cue to transition between all possible
combinations of / ʊ /, / ο /, and / α /. Once the client can transition between vowels without cueing, you can begin to combine
bilabial consonants and vowels into syllables and words in varying positions. Use the tool as a tactile reminder only as
needed. For example, if an incorrect sound is substituted and a hand-assisted oral positioning cue does not achieve
standard production, use the tools to re-establish the targeted speech sound.

3420 N. Wallace
1852 Dodge Blvd.,
SchoolSuite
Rd, 148
Suite H MDSS
MDSS
Tucson, AZ 85716
Phone:
Charleston,
888-529-2879/Local:
SC 29407
520-795-8544
ECEC REP
REP Burckhardtstr. 1 1
Burckhardtstr.
Phone: 888-529-2879/ Fax: 843-206-0590
Fax: 520-795-8559 [email protected] 30163 Hannover,
30163 Hannover,Germany
Germany
www.talktools.net
www.talktools.com
[email protected]

WARNING:
WARNING:Therapy tools
Therapy should
tools notnot
should be be
used without
used therapist
without or parent
therapist supervision.
or parent supervision. 12
Copyright ©1993 TalkTools ®
/ Innovative
Copyright Therapists
©2013 TalkTools ® International
 Page 13 of 20

Transitioning between Three Vowels using Predictable/Consistent Transitions

Step 1: Tactile Tubes for speech production (tactile/visual/verbal). You will transition between all three phonemes in a
consistent order.
a. Place the first Tactile Tube that corresponds with the first phoneme (/ ʊ /) between the lips. Give the client the
tactile, visual, and verbal cues to say the targeted speech sound. Ask the client to imitate that sound. Remove the
tool from the client’s mouth and place it in the first box on the paper as pictured below.

b. Place the second Tactile Tube (/ ο /) between the lips to give the client the tactile, visual, and verbal cues to say the
targeted speech sound. Ask the client to imitate that sound. Remove the tool from the client’s mouth and place it in
the first box on the paper as pictured below.

c. Place the third Tactile Tube (/ α /) between the lips to give the client the tactile, visual, and verbal cues to say the
targeted speech sound. Ask the client to imitate that sound. Remove the tool from the client’s mouth and place it in
the first box on the paper as pictured below.

d. Repeat a. b. and c. three times, alternating between speech sounds, remembering to remove the tool each time.
Repeating the activity is crucial for motor plan development. In this practice the clients will feel the movement, see
how the sound is made and hear the sounds themselves, thereby assisting in establishing the transition between
two phonemes. Remember to replace the shape in the appropriate box on the paper between repetitions.
e. Criteria for Success: Client can transition between all three phonemes consecutively using the same speech
sound order with the tools, three times.

1852 Wallace School Rd, Suite H MDSS

Charleston, SC 29407
3420888-529-2879/
Phone: N. Dodge Blvd.,Fax:
Suite843-206-0590
148 EC REP MDSS
Burckhardtstr. 1
Tucson, AZ 85716
[email protected] 30163 Hannover,
EC REP Burckhardtstr. 1 Germany
www.talktools.com Phone: 888-529-2879/Local: 520-795-8544
Fax: 520-795-8559 [email protected] 30163 Hannover, Germany
www.talktools.net WARNING: Therapy tools should not be used without therapist or parent supervision.
Copyright ©2013 TalkTools ®
WARNING: Therapy tools should not be used without therapist or parent supervision. 13
Copyright ©1993 TalkTools® / Innovative Therapists International
 Page 14 of 20
Step 2: Production: ALTERNATE tactile/visual/verbal cues with visual/verbal cues to eliminate the need for a tactile cue.
a. Place the Tactile Tube between the lips as you give the verbal and visual cue, “Say / ʊ /.” Place the Tactile Tube
between the lips as you give the verbal and visual cue, “Say / o /.” Place the Tactile Tube as you give the verbal
and visual cue, “Say / α /.”
b. Show the client the Tactile Tube as you give the verbal and visual cue, “Say / ʊ /. Show the client the Tactile Tube
as you give the verbal and visual cue, “Say / o /.” Show the client the Tactile Tube as you give the verbal and visual
cue, “Say / α /.” (visual/verbal cues).

Note: If the visual/verbal cue alone does not stimulate standard production, use a hand-assisted oral positioning cue. If you
have been trained in a cueing program such as moto-kinesthetics or PROMPT, that cueing system may be used in place of
the following hand-assisted oral positioning cues).
c. Alternate between the three phonemes, three times.
d. Criteria for Success: The client can transition between all possible three-phoneme consistent combinations
involving the vowel speech sounds / ʊ /, / ο /, and / α / three times consecutively with only a hand-assisted oral
positioning cue or verbal cue.
/ ʊ /, / ο /, / α / / ʊ /, / α /, / ο /
/ α /, / o /, / ʊ / / α /, / ʊ/, / ο /
/ o /, / ʊ /,/ α / / o /, / α /, / ʊ /,

Step 3: Production: visual/verbal

a. Show the client the TactileTube as you give the verbal and visual cue, “Say / ʊ /.” Show the client the second
TactileTube as you give the verbal and visual cue, “Say / ο /. Show the client the TactileTube as you give the verbal
and visual cue, “Say / α /.
b. Use the hand-assisted oral positioning cue only if the client does not produce one of the target sounds correctly.
c. Criteria for Success: The client can transition between all possible three-phoneme consistent combinations
involving the vowels / ʊ /, / ο /, and / α / sound three times consecutively using only verbal and visual cues; no
tactile cues are needed.
Continue to alternate between sounds until the client needs only the verbal cue to transition between all possible consistent
combinations of / ʊ /, / ο /, and / α /.

Transitioning between Three Vowels using Random Transitions

Step 1: TactileTubes for speech production (tactile/visual/verbal). You will transition between all three phonemes in a random order.
a. Place the first Tactile Tube that corresponds with the first phoneme (/ ʊ /) between the lips. Give the client the
tactile, visual, and verbal cues to say the targeted speech sound. Ask the client to imitate that sound. Remove the
tool from the client’s mouth and place it in the first box on the paper as pictured below.

1852 Wallace School Rd, Suite H MDSS

3420 N.Charleston,
Dodge Blvd.,SCSuite
Tucson, AZ 85716
Phone: 888-529-2879/
29407148
Fax: 843-206-0590
EC REP MDSS
Burckhardtstr. 1
Phone: 888-529-2879/Local: 520-795-8544
[email protected]
EC REP Burckhardtstr. 1
30163 Hannover, Germany
www.talktools.com Fax: 520-795-8559 [email protected] 30163 Hannover, Germany
www.talktools.net
WARNING: Therapy tools should not be used without therapist or parent supervision.
WARNING: Therapy tools should not be used
Copyright without
©2013 therapist
TalkTools ® or parent supervision. 14
Copyright ©1993 TalkTools® / Innovative Therapists International
 Page 15 of 20
b. Place the second Tactile Tube (/ ο /) between the lips to give the client the tactile, visual, and verbal cues to say the
targeted speech sound. Ask the client to imitate that sound. Remove the tool from the client’s mouth and place it in
the first box on the paper as pictured below.

c. Place the third Tactile Tube (/ α /) between the lips to give the client the tactile, visual, and verbal cues to say the
targeted speech sound. Ask the client to imitate that sound. Remove the tool from the client’s mouth and place it in
the first box on the paper as pictured below.

d. Repeat a. b. and c. three times IN A RANDOM ORDER, alternating between speech sounds, remembering
to remove the tool each time. Repeating the activity is crucial for motor plan development. In this practice the
clients will feel the movement, see how the sound is made and hear the sounds themselves, thereby assisting in
establishing the transition between two phonemes. Remember to replace the shape in the appropriate box on the
paper between repetitions.
e. Criteria for Success: Client can transition between three phonemes consecutively using a random speech sound
order with the tools, three times.

Step 2: Production: ALTERNATE tactile/visual/verbal cues with visual/verbal cues to eliminate the need for a tactile cue.
a. Place the Tactile Tube between the lips as you give the verbal and visual cue, “Say / ʊ /.” Place the Tactile Tube
between the lips as you give the verbal and visual cue, “Say / o /.” Place the Tactile Tube as you give the verbal
and visual cue, “Say / α /.”
b. Show the client the Tactile Tube as you give the verbal and visual cue, “Say / ʊ /. Show the client the Tactile Tube
as you give the verbal and visual cue, “Say / o /.” Show the client the Tactile Tube as you give the verbal and visual
cue, “Say / α /.” (visual/verbal cues).

Note: If the visual/verbal cue alone does not stimulate standard production, use a hand-assisted oral positioning cue. If you
have been trained in a cueing program such as moto-kinesthetics or PROMPT, that cueing system may be used in place of
the following hand-assisted oral positioning cues).
c. Alternate between the three phonemes IN RANDOM ORDER, three times.
d. Criteria for Success: The client can transition between three-phoneme random combinations involving the vowel
speech sounds / ʊ /, / ο /, and / α / three times consecutively with only a hand-assisted oral positioning cue or
verbal cue.
/ ʊ /, / ο /, / α / / ʊ /, / α /, / ο /

1852 Wallace School Rd, Suite H MDSS

3420 N.Charleston,
Dodge Blvd.,SCSuite
29407148 EC REP MDSS
Burckhardtstr. 1
Phone: 888-529-2879/ Fax: 843-206-0590
Tucson, AZ 85716
[email protected]
Phone: 888-529-2879/Local: 520-795-8544
EC REP Burckhardtstr. 1
30163 Hannover, Germany
www.talktools.com 30163 Hannover, Germany
Fax: 520-795-8559 [email protected]
www.talktools.net
WARNING: Therapy tools should not be used without therapist or parent supervision.
WARNING: Therapy tools should not be used
Copyright without
©2013 therapist
TalkTools ® or parent supervision. 15
Copyright ©1993 TalkTools® / Innovative Therapists International
 Page 16 of 20
/ α /, / o /, / ʊ / / α /, / ʊ/, / ο /
/ o /, / ʊ /,/ α / / o /, / α /, / ʊ /,

Step 3: Production: visual/verbal

a. Show the client the TactileTube as you give the verbal and visual cue, “Say / ʊ /.” Show the client the second
TactileTube as you give the verbal and visual cue, “Say / ο /. Show the client the TactileTube as you give the verbal
and visual cue, “Say / α /.
b. Use the hand-assisted oral positioning cue only if the client does not produce one of the target sounds correctly.
c. Criteria for Success: The client can transition between all possible three-phoneme consistent combinations
involving the vowels / ʊ /, / ο /, and / α / sound three times consecutively using only verbal and visual cues; no
tactile cues are needed.
Continue to alternate between sounds until the client needs only the verbal cue to transition between all possible
combinations of / ʊ /, / ο /, and / α /. Once the client can transition between vowels without cueing, you can begin to combine
bilabial consonants and vowels into syllables and words in varying positions. Use the tool as a tactile reminder only as
needed. For example, if an incorrect sound is substituted and a hand-assisted oral positioning cue does not achieve
standard production, use the tools to re-establish the targeted speech sound.

1852 Wallace School Rd, Suite H MDSS

Charleston, SC 29407
3420 N. Dodge Blvd., Suite 148
Phone: 888-529-2879/ Fax: 843-206-0590
EC REP MDSS
Burckhardtstr. 1
Tucson, AZ 85716
[email protected] 30163 Hannover,
EC REP Burckhardtstr. 1 Germany
www.talktools.com Phone: 888-529-2879/Local: 520-795-8544
Fax: 520-795-8559 [email protected] 30163 Hannover, Germany
www.talktools.net WARNING: Therapy tools should not be used without therapist or parent supervision.
Copyright
WARNING: Therapy tools should not be used©2013 TalkTools
without
®
therapist or parent supervision. 16
Copyright ©1993 TalkTools® / Innovative Therapists International
 Page 17 of 20

Level 3:

Transitioning between Consonants /m/, /p/, and /b/ and Vowels / ʊ / “oo”, / ο / “oh”,
and / α / “ah” (C-V)

Step 1: Bilabial Shape and TactileTube for Speech Production (tactile/visual/verbal)

a. Choose one bilabial speech sound from the three Bilabial Shapes and one vowel sound from the three TactileTubes
to teach transitioning (e.g., / p / and / ʊ /).
b. Place the Bilabial Shape (/ p /) between the client’s lips as a tactile cue to facilitate lip closure. Ask the client to
imitate /p/. Remove the tool from the client’s mouth and place it in the first box on the paper as pictured below.

c. Use the second TactileTube (/ʊ /) to give the client the tactile, visual, and verbal cues to say the targeted speech
sound. Ask the client to imitate that sound. Remove the tool after production and place it in the second box on the
paper as pictured below.

d. Repeat b. and c. three times, alternating between speech sounds, remembering to remove the tool after each
repetition. Repeating the activity is crucial for motor plan development. In this practice the clients will feel the
movement, see how the sound is made, and hear the sounds themselves, thereby assisting in establishing the
transition between two phonemes. Remember to replace the shape in the appropriate box on the paper between
repetitions.
e. Criteria for Success: The client can transition between a bilabial phoneme and a vowel, using the Bilabial Shapes
and TactileTubes, three times consecutively without any hesitation or “groping” for the sounds.
/m / and / ʊ / / m / and / o / / m / and / α /

1852 Wallace School Rd, Suite H MDSS

Charleston, SC 29407
3420888-529-2879/
Phone: N. Dodge Blvd.,Fax:
Suite843-206-0590
148 EC REP MDSS
Burckhardtstr. 1
Tucson, AZ 85716 30163 Hannover, Germany
www.talktools.com
[email protected]
Phone: 888-529-2879/Local: 520-795-8544
EC REP Burckhardtstr. 1
Fax: 520-795-8559 [email protected] 30163 Hannover, Germany
www.talktools.net WARNING: Therapy tools should not be used without therapist or parent supervision.
Copyright ©2013 TalkTools®
WARNING: Therapy tools should not be used without therapist or parent supervision. 17
Copyright ©1993 TalkTools® / Innovative Therapists International
 Page 18 of 20
/p / and / ʊ / / p / and / o / / p / and / α /

/b / and / ʊ / / b / and / o / / b / and / α /

Step 2: Production: Alternate tactile/visual/verbal cues with visual/verbal cues to eliminate the need for a tactile cue.
a. By this time you should no longer need the tool to elicit the targeted speech sound.
b. Show the client the first Bilabial Shape as you give the verbal and visual cue (e.g., “Say / p /”). Show the client the
second TactileTube as you give the verbal and visual cue (e.g., “Say / ʊ /”).
Note: Only use a hand-assisted oral positioning cue if the client does not produce the sound correctly.
c. Alternate between the two phonemes three times.
d. Criteria for Success: The client can transition between all possible two-phoneme consonant-vowel combinations
involving the bilabial speech sounds / p /, / b /, and / m / and the vowel sounds / ʊ /, / ο /, and / α /, three times
consecutively, with only a hand-assisted oral positioning cue or verbal cue.
Continue to alternate between sounds until the client needs only the verbal cue to transition between all possible
combinations of / m /, / p /, and / b / and the vowel sounds / ʊ /, / ο /, and / α /. Once the client can transition between
phonemes without cueing, the client is ready to target blended consonant-vowel (CV) target words. Introduce the program,
“Word Imitations for Speech Clarity” to target word groups associated with the TalkTools Therapy® Oral Placement Therapy
(OPT) Program.

1852 Wallace School Rd, Suite H MDSS

Charleston, SC 29407
3420 N. Dodge Blvd., Suite 148
Phone: 888-529-2879/ Fax: 843-206-0590
EC REP MDSS
Burckhardtstr. 1
Tucson, AZ 85716
[email protected] 30163 Hannover,
EC REP Burckhardtstr. 1 Germany
www.talktools.com Phone: 888-529-2879/Local: 520-795-8544
Fax: 520-795-8559 [email protected] 30163 Hannover, Germany
www.talktools.net WARNING: Therapy tools should not be used without therapist or parent supervision.
Copyright
WARNING: Therapy tools should not be used©2013 TalkTools
without
®
therapist or parent supervision. 18
Copyright ©1993 TalkTools® / Innovative Therapists International
 Page 19 of 20
Level 4:

Transitioning between Vowels / ʊ / “oo”, / ο / “oh”, and / α / “ah” and Consonants

/m/, /p/, and /b/
(V-C)

Step 1: TactileTube and Bilabial Shape for Speech Production (tactile/visual/verbal)

a. Choose one vowel sound from the three TactileTubes and one bilabial sound from the three Bilabial Shapes to
teach transitioning (e.g., / o / and / b /).
b. Place the TactileTube (/ o /) between the client’s lips and teeth as a tactile cue to facilitate lip rounding. Ask the
client to imitate / o /. Remove the tool from the client’s mouth and place it in the first box on the Card as pictured
below.

c. Use the Bilabial Shape (/ b /) to give the client the tactile, visual, and verbal cues to say the targeted speech sound.
Ask the client to imitate that sound.

d. Repeat b. and c. three times, alternating between speech sounds and remembering to remove the tool after each
repetition. Repeating the activity is crucial for motor plan development. In this practice the clients will feel the
movement, see how the sound is made and hear the sounds themselves, thereby assisting in establishing the
transition between two phonemes. Remember to replace the tool in the appropriate box on the Card as needed
between repetitions.
e. Criteria for Success: The client can transition between a vowel and a bilabial phoneme, using the TactileTubes and
Bilabial Shapes, three times consecutively without any hesitation or “groping” for the sounds.

1852 Wallace School Rd, Suite H MDSS

3420 N.Charleston,
Dodge Blvd.,SCSuite
29407148 EC REP MDSS
Burckhardtstr. 1
Phone: 888-529-2879/ Fax: 843-206-0590
Tucson, AZ 85716
[email protected] EC REP 30163 Hannover,
Burckhardtstr. 1 Germany
www.talktools.com Phone: 888-529-2879/Local: 520-795-8544
30163 Hannover, Germany
Fax: 520-795-8559 [email protected]
www.talktools.net
WARNING: Therapy tools should not be used without therapist or parent supervision.
WARNING: Therapy tools should not be used
Copyright without
©2013 therapist
TalkTools ®
or parent supervision. 19
Copyright ©1993 TalkTools® / Innovative Therapists International
 Page 20 of 20
/ʊ / and / m / / o / and / m / / α / and / m /

/ʊ / and / p / / o / and / p / / α / and / p /

/ʊ / and / b / / o / and / b / / α / and / b /

Step 2: Production: Alternate tactile/visual/verbal cues with visual/verbal cues to eliminate the need for a tactile cue.
a. By this time you should no longer need the tool to elicit the targeted speech sound.
b. Show the client the first TactileTube as you give the verbal and visual cue (e.g., “Say / ʊ /”). Show the client the
second Bilabial Shape as you give the verbal and visual cue (e.g., “Say / p /”).
Note: Only use a hand-assisted oral positioning cue if the client does not produce the sound correctly.
c. Alternate between the two phonemes three times.

d. Criteria for Success: The client can transition between all possible two-phoneme vowel-consonant (VC)
combinations involving the vowel sounds / ʊ /, / ο /, and / α / and the bilabial speech sounds / p /, / b /, and / m /,
three times consecutively, with only a hand-assisted oral positioning cue or verbal cue.
Continue to alternate between sounds until the client needs only the verbal cue to transition between all possible
combinations of vowel sounds / ʊ /, / ο /, and / α / and the consonants / m /, / p /, and / b /. Once the client can transition
between phonemes without cueing, the client is ready to target blended vowel-consonant (VC) target words. Introduce the
program, “Word Imitations for Speech Clarity” to target word groups associated with the TalkTools Therapy Oral Placement
Therapy (OPT) Program.

Note about blending phonemes: In many cases prior to or by this point the clients are blending some sound sequences
on their own. In these cases, the transition is easy and often occurs before completing all steps in this program. If your
client is having difficulty with the transition to speech, reintroduce the tools or hand positioning cues as needed. Use the
tools or hand positioning in conjunction with “Word Imitations for Speech Clarity” when a target sound is deleted, produced
incorrectly, or produced with an abnormal movement pattern. By associating tools and/or cues the client has previously
mastered, the transition can be much smoother. For some clients it may be necessary to learn additional placements using
tools and cues. These additional suggestions can be found in Renee Roy Hill’s DVD “A Muscle Based Approach to Apraxia
of Speech in Children.”

3420 N. Wallace
1852 Dodge Blvd.,
SchoolSuite
Rd, 148
Suite H MDSS
MDSS
Tucson, AZ 85716
Phone:
Charleston,
888-529-2879/Local:
SC 29407
520-795-8544
ECEC REP
REP Burckhardtstr. 1 1
Burckhardtstr.
Phone: 888-529-2879/ Fax: 843-206-0590 30163 Hannover, Germany
www.talktools.net
Fax: 520-795-8559 [email protected]
[email protected] 30163 Hannover, Germany
www.talktools.com
WARNING:
WARNING:Therapy tools
Therapy should
tools notnot
should be be
used without
used therapist
without or parent
therapist supervision.
or parent supervision. 20
Copyright ©1993 TalkTools ®
/ Innovative
Copyright Therapists
©2013 TalkTools ® International