Metaphon Therapy
Because homophony increases phonemic variety, it provides the basis for this idea.
It’s important since it combines several training methods and has some similarities to cycling. Focuses on distinguishing characteristics to teach that sounds may be classified by their duration, style, and location.
The Metaphon philosophy is centered on therapeutic offering. Not only should assessment enable clinicians to focus on particular challenges with the phonological acquisition, but it should also offer clear suggestions of the sequence in which these problem areas should be addressed. Additionally, it should enable the doctor to track progress during treatment.
On four separate levels, Phase 1 aims to develop phonological awareness. Concept-level assignments challenge students to explain the target sound’s qualities in descriptive language. Nonverbal sounds are given extra emphasis because of the loudness. Phoneme-level communication is a two-way exchange between the therapist and the kid in which they both make and respond to various speech sounds. Metaphon’s Phase 1 is the most critical phase and the one that most distinguishes it from other published phonological therapy programs. The objective is to pique the child’s interest in the phonology of the adult target language, to educate the child about the properties of sounds and their contrastive nature, to demonstrate that contrasts between sounds convey meaning, and to help the child realize that these features can be manipulated to increase the likelihood of being understood.
Among the goals of phase 2 are to disseminate data from the previous phase and make corrections.
In phase two -the metaphon core activity.
The child and clinician take turns to be a speaker and a listener.
Phase 2 is concerned with developing phonological and communicative awareness.
How Metaphon Therapy Is Used
Metaphon therapy aims to instill metaphonological consciousness—that is, an understanding of language’s phonological structure. This method presupposes that children with phonological abnormalities have not mastered the phonological system’s norms. The emphasis is on contrasting sound qualities.
Metaphonetic abilities are developed to increase a child’s ‘cognitive awareness of the sound system’s features.
The therapy is based on precise and detailed linguistic assessment.
The therapy should focus on bringing about phonological change by increasing
Attention is paid to maximizing the learning opportunities offered to the child. metalinguistic awareness;
Examples of Use
Functional speech sound problems encompass both motor and verbal components of speech output. These illnesses were historically referred to as articulation and phonological problems, respectively. Articulation disorders are characterized by abnormalities in the generation of particular speech sounds (e.g., distortions and replacements). Phonological disorders are characterized by predictable, rule-based abnormalities that influence several sounds (e.g., fronting, halting, and final consonant deletion). Because it is sometimes difficult to distinguish between articulation and phonological abnormalities, many academics and clinicians prefer to refer to speech mistakes of unclear origin as “speech sound disorder.”
Reference
Diepeveen, S., van Haaften, L., Terband, H., de Swart, B., & Maassen, B. (2020). Clinical Reasoning for Speech Sound Disorders: Diagnosis and Intervention in Speech-Language Pathologists’ Daily Practice. American journal of speech-language pathology, 29(3), 1529-1549.