You might mention that "floppy edges" or "floppy wings" let the air out sideways, while "strong edges" or "strong wings" do not. Point out to the child that the lateral margins of the tongue are in contact with the teeth: like a butterfly with its wings up.ĭraw the client's attention to the way the tongue edges (wings) press quite firmly on their teeth. Talk about the "butterfly position" for the tongue, or the position the tongue is in when you prolong the "i" in "pip" or the "ee" in "peep". There is no need for Non-Speech Oral Motor Exercises (e.g., sucking and blowing exercises, drinking thick-shakes through straws, etc), oral motor tools (e.g., horns, straws, etc) or oral motor toys (e.g., toy whistles, trumpets, etc) in treating speech sound disorders. Oral Motor Therapy and Oral Motor Tools and Toys "Auditory training", or auditory input / listening techniques can be a powerful adjunct to direct work on eliciting the target sound and then producing it in increasingly challenging speech contexts. Such self-monitoring can be learned at a very early age. In other words, they must be able to listen critically, first to the speech of another person, and subsequently, to their own speech. Later in therapy, they need to be able to recognise the lateral-s when they produce it themselves. It may be possible to use the technique with children below four years of age who understand what to do in terms of tongue placement.Įarly in therapy, children must be taught the ability to hear the error-sound, in this case the lateral /s/, when the therapist produces it.
It is suitable to use with children 4 years and over, and adults. The butterfly procedure is firmly rooted in the principles of Traditional Articulation Therapy. Make sure the child knows, in simple terms, what you are working together to achieve.ĭo not attempt to use the butterfly procedure with children below four years of age unless you are certain they can follow the instructions. Talk about "old way" (the way the child produces the sound /s/) and "new way" (the correct adult-like target). "Discuss" what you do when you make /s/ and compare it with what the child is doing. Holding this position, the client learns to direct the air-flow "along" the central groove, and not (laterally) over the sides of the tongue.ĭo not attempt the butterfly procedure unless the alveolar stops /t/ and /d/ are correctly produced in natural speech.ĭemonstrate the correct tongue position for /s/, model the sound, and see if the child can imitate. The butterfly position is the position to aim for in producing a correct /s/, /z/ etc. Meanwhile, a central groove is formed along the middle of the tongue where the body of a butterfly would be. When you say "i" as in "bin", or "ee" as in "been", the sides of the tongue are raised slightly, like the raised wings of a butterfly, and are in light but definite contact with the teeth. The client is encouraged to think of the tongue simulating the shape of a butterfly.
The "butterfly position" is essentially the position the tongue is in when you sustain the "i" sound in bin, fin, win, or the "ee" sound in me, knee, sea. Part of the skill and experience of the speech and language clinician is to know when to phase out this imagery, because of course you cannot speak naturally if you force yourself into the butterfly position every time you need to produce an ess or zed. The butterfly technique has also been successfully applied in working on the elimination of lateral and palatal "sh" and "zh", and remediating lateral and palatal affricates. This is sometimes called the "phonemic placement" step in artiulation therapy. In the therapy technique described here the "mental image" of a butterfly is used to make it easier for the client to visualise the position they need their tongue to assume while they are in the early stages of learning to replace their lateral or palatal s and z sounds with their new /s/ and /z/ sounds. In intervention for speech sound disorders, imagery is often used to help the client visualise or conceptualise what they need to do, and where they need to put their articulators, to achieve standard sound production. Once again, I heard about it first from Mrs Drummond, in the 1960s - she called it "h-insertion". I came up with up with the name " aspiration trick" in a therapy session some time in the the 1980s but the technique itself had been around for much longer. She did not claim to have "invented" the term or the procedure for working on lateral fricatives and affricates, and she may have heard it from someone else.
Mrs Drummond was one of three foundation members of Speech Pathology Australia. I first heard the term "butterfly position" as a speech therapy student in 1967 from an inspirational Melbourne speech pathologist, Sheila Drummond AO (1915-2006).
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