There is a large body of evidence for the minimal pair approach as it has been present since the 1980s (McLeod & Baker, 2017). What is the evidence like for this approach? visual, phonetic cues) as required (McLeod & Baker, 2017). If the child responds with, “No the tape!” then both are to be picked up and the clinician can ask, “Do you mean tape or cape”? The activity continues on with instructions and additional cues (e.g. For example, if they say “tape” the clinician or parent is to pick up the tape. The word should be picked up, regardless if they meant to produce that word or not. The final step is “production of minimal pair words” where the child takes a turn being the “teacher.” The child then instructs the clinician or parent on which word to pick up. “Pick up tea.”) until they have accurately picked up all 10 pictures. The child is then asked to pick them up one at a time (e.g. The next step is “listen and pick up,” which involves the clinician spreading out the pictures on the table. “This is tape.”), told the initial sound of each picture, and told details about the picture (e.g. The child is then shown each picture, told the picture’s label (e.g. For example, as per McLeod and Baker (2010), word pairings could include cape-tape, key-tea, call-tall, corn-torn, and kick-tick. Familiarization involves familiarizing the child with the 10 pictures that will be used during the sessions. The first two steps are completed in the first session and the third step begins in the first session and continues on into subsequent sessions (McLeod & Baker, 2017).įamiliarization. This intervention approach has three steps. ba t – ba d, go – dough) which alters the meaning of the word is referred to as a “minimal pair” (Barlow & Gierut, 2002).įirstly, there are two ways the approach can be implemented: the first is called “meaningful minimal pair intervention” and the second is called “perception-production minimal pair approach.” In this post I am discussing the “meaningful minimal pair intervention” (Blache, Parsons, and Humphreys, 1981 Weiner, 1981). Pairs of words that differ by one phoneme (e.g. However, what exactly is it? How does one implement it? and what is the evidence backing it? As an SLP, you are likely familiar with the minimal pairs approach for a way to treat phonological processes (e.g. According to Baker (2010), the minimal pair approach is one of the most popular and oldest phonological interventions.
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