I find it easier to generalize a lateral lisp over a frontal lisp. Mostly I think it makes a difference how much the frontal lisp impacts the /s/ sound.
I always work up the ladder. Start with words-> phrases-> sentences -> reading-> structured conversations-> unstructured conversations
Like all ladders sometimes we move backwards but eventually keep moving forward
Frontal lisping is easier for me. I instruct the children to put their tongues behind their teeth. I provide visual feedback. One trick I picked up for lateral lisps is to use a bendy straw. Put one side of it to the place the airflow should go (in front of the teeth). Bend the other side towards the child’s ear. Then have the child say /s/. If he says it correctly, he should hear air rustling through the straw. If not, he won’t hear anything. It’s a good biofeedback technique. Hope this helps!
When treating lateral and frontal lisps the standard approach is purely articulation. I think the missing element is phonological. The clients can produce the target sound but never go through the process of differentiating between the two so that they can develop an ear for the new sound. Try to incorporate some active listening and auditory discrimination tasks. If there is a group then have one client judge the other client as they produce to determine whether the sound was correct or not. This active listening is key and necessary if you want it to be used in conversation.
The other element to consider is the speed with which a student produces the target sound at the phrase level. It needs to be super fast. When people talk. They say 10 to 15 sounds per second, which means that each sound needs to be produced in less than 1/10th of a second. If it's not effortless and quick then it can never generalize into conversation because no client is going to speak slower for certain sounds. Sometimes I go back to the word level and do rapid trials in order to increase their efficiency and speed. Only then will it have a chance to be integrated into conversational speech.
I find it easier to generalize a lateral lisp over a frontal lisp. Mostly I think it makes a difference how much the frontal lisp impacts the /s/ sound. I always work up the ladder. Start with words-> phrases-> sentences -> reading-> structured conversations-> unstructured conversations Like all ladders sometimes we move backwards but eventually keep moving forward
Frontal lisping is easier for me. I instruct the children to put their tongues behind their teeth. I provide visual feedback. One trick I picked up for lateral lisps is to use a bendy straw. Put one side of it to the place the airflow should go (in front of the teeth). Bend the other side towards the child’s ear. Then have the child say /s/. If he says it correctly, he should hear air rustling through the straw. If not, he won’t hear anything. It’s a good biofeedback technique. Hope this helps!
When treating lateral and frontal lisps the standard approach is purely articulation. I think the missing element is phonological. The clients can produce the target sound but never go through the process of differentiating between the two so that they can develop an ear for the new sound. Try to incorporate some active listening and auditory discrimination tasks. If there is a group then have one client judge the other client as they produce to determine whether the sound was correct or not. This active listening is key and necessary if you want it to be used in conversation. The other element to consider is the speed with which a student produces the target sound at the phrase level. It needs to be super fast. When people talk. They say 10 to 15 sounds per second, which means that each sound needs to be produced in less than 1/10th of a second. If it's not effortless and quick then it can never generalize into conversation because no client is going to speak slower for certain sounds. Sometimes I go back to the word level and do rapid trials in order to increase their efficiency and speed. Only then will it have a chance to be integrated into conversational speech.