Deaffrication; Nationality Rooms

Deaffrication, to put it most simply, is when the "ch" sound (/tʃ/) is changed to the "sh" sound (/ʃ/) or the "juh" sound (/dʒ/) is changed to the "zh" sound (/ʒ/).  An example of this error would be saying "sheese" instead of "cheese" or "zham" instead of "jam."  It is important to note that a child can produce all the sounds in the word so this is not an articulation problem per se.  Rather, this what experts call a "phonological process" whereby a child produces a different "rule" when saying sounds/words.  In this case, it is the elimination of the first sound in the "affricate."  When the "ch" sound is produced, it is made by first making the "t" sound then making the "sh" sound; with deaffrication, the "t" sound is eliminated.  When the "juh" sound is produced, it is made first by making the "d" sound then making the "zh" sound; with deaffrication, the "d" sound is eliminated.

To practice eliminating deaffrication, I suggest going to Pitt's Nationality rooms in the Cathedral of Learning.  The rooms that include the target sounds are the:

"Chinese" room

 

 "Czechoslovak" room

 

 "French" room

"Japanese" room

"German" room

 

"Israel Heritage" room

"Norwegian" room

I suggest that you take your child to see the rooms, and have her practice saying the names of the room before she enters the room, once she is in the room, and right after she has left the room.  To practice at the sentence level, ask her to tell you what she saw or liked best about the room; prompt her to use the nationality room name in order to hit the target.  To practice at the conversation level, ask her to go into more detail about what she enjoyed or learned.

To cue your child, start with what we call "auditory bombardment."  What this means is that your child will hear a target sound produced accurately many times in a short period of time.  So, I recommend some pre-teaching at home, or in the car on the drive over.  Tell your child about the rooms she will visit, including the Chinese room, Czechoslovak room, French room, etc.  It is important for her to hear the correct sound (in this case it is "ch") over and over in the correct place.  Once you are at the Cathedral of Learning, remind your child to "say all the sounds in the word" and giver her an example, like "French" or "Chinese."  Have her repeat after you.  If she makes an error, then draw her attention to it..  Tell her, "I heard 'Shinese,' but you need to say 'Chinese.'"  Then, have her repeat "Chinese" several times.

If she is still producing an error, then have her make the "ch" sound all by itself.  This will show her that she is able to produce the sound.  It will also remind her of the target sound.  Next, cue her to make the "ch" sound, then pause.  Then, follow it by having her say the rest of the word "-inese."  This is known as "forward chaining."  Gradually shorten the pause until she can produce "Chinese" without error.  Here is an example:
Ch..........inese
Ch........inese
Ch......inese
Ch....inese
Ch..inese
Chinese.

All images obtain from http://en.wikipedia.org/wiki/Nationality_Rooms.

/ʃ/ in the final position; "sh" as in "shoe," "shirt" and "show"

Practice the /ʃ/ sound with these words below; it makes the "sh" sound.

"fish,"

"danish," and...

"radish."

Practice phrases by asking your child to describe the fish to you.  Targets may include "big fish," "smelly fish," and "slimy fish."

Practice sentences by asking your child what the danish is topped with.  Targets may include, "Icing is on the danish," "Fruit is on the danish" and "Sugar is on the danish."

Practice conversation by asking your child where fish swim.  Targets may include, "Fish swim in the sea.  Fish swim in the fish tank.  Fish swim in the river.  I saw a fish in the river once."

An easy way to cue for the /sh/ sound is to have your child say, "Shhhhh," as if she is 'shushing' someone.  If this doesn't work, then more formal instruction may be needed.  You may even want to prolong the /sh/ sound in a word to highlight it, as in "shhhhhherbet." 

For more serious instruction, explain the sound in this way: "Put your teeth together.  Round your lips.  Put your tongue behind your teeth.  Blow."  Have your child put her hand in front of her mouth so that she can feel the air coming out. 

Often times the /s/ and /sh/ sounds get blurred.  If your child is making a /s/ instead of a /sh/, this means the tongue should be positioned further back in the mouth (think roof of the mouth rather than behind the teeth).  If needed, you can use a tongue depressor or a spoon to gently push your child's tongue back.  Have her blow, and she should hear the difference.

/ʃ/ in the initial position; "sh" as in "shoe," "shirt" and "show"

Practice the "sh" sound with these words:

"shopping cart," and...

"sherbet."

To practice phrases, label the different shopping carts.  Examples may include "big shopping cart," "little shopping cart," "black shopping cart," or "racing car shopping cart."

To practice sentences, ask your child what is in your shopping cart as you are shopping.  Targets may include, "Milk is in our shopping cart," or "Our shopping cart has ice cream."

To practice conversation, ask your child what you need to put in your shopping cart (i.e. what you need to shop for).  Targets may include "We need fruit in our shopping cart.  We also need vegetables.  We need juice in our shopping cart, too.  Don't forget to put bread in the shopping cart."  A variation is to ask your child what she thinks others are shopping for.  Targets may include, "I think she is shopping for a party.  She has cake and plates in her shopping cart.  Her shopping cart is full."

An easy way to cue for the /sh/ sound is to have your child say, "Shhhhh," as if she is 'shushing' someone.  If this doesn't work, then more formal instruction may be needed.  You may even want to prolong the /sh/ sound in a word to highlight it, as in "shhhhhherbet."  For more serious instruction, explain the sound in this way: "Put your teeth together.  Round your lips.  Put your tongue behind your teeth.  Blow."  Have your child put her hand in front of her mouth so that she can feel the air coming out.  Often times the /s/ and /sh/ sounds get blurred.  If your child is making a /s/ instead of a /sh/, this means the tongue should be positioned further back in the mouth (think roof of the mouth rather than behind the teeth).  If needed, you can use a tongue depressor or a spoon to gently push your child's tongue back.  Have her blow, and she should hear the difference.