The Cycles Approach is an intervention strategy developed by Dr. Barbara Hodson and colleagues to treat severe phonological disorders in children. A phonological disorder involves patterns of speech sound errors, such as omitting final consonants or substituting sounds, which make a child’s speech difficult to understand by unfamiliar listeners. This systematic, evidence-based method offers a structured path to increase the overall intelligibility of children who exhibit multiple speech sound errors. The approach focuses on the gradual emergence of correct speech patterns rather than demanding immediate mastery of sounds.
Foundational Principles of the Cycles Approach
The Cycles Approach is rooted in the natural process of phonological acquisition, suggesting children acquire their sound system through gradual listening and exposure. Unlike traditional articulation therapy, which focuses on mastering one isolated sound, the Cycles Approach targets error patterns, known as phonological processes. Examples include “fronting” (substituting back sounds like /k/ with front sounds like /t/) or “cluster reduction” (omitting one sound in a blend like “sp” or “st”).
This intervention targets children who are highly unintelligible due to multiple error patterns. Focusing on patterns promotes a system-wide reorganization of the child’s sound system, leading to the generalization of correct productions even for sounds not directly taught. A key principle is stimulability: the child must be able to produce the target sound with some accuracy, often with cues, to be included in the cycle. Targeting sounds the child is ready to produce helps ensure early success and maintains motivation.
The Structure of a Phonological Cycle
A “cycle” is the macro-level structure of the therapy, defining a fixed period dedicated to stimulating a set of error patterns. A cycle typically lasts between 5 and 15 weeks, depending on the number of error patterns the child exhibits. Multiple phonological patterns are targeted consecutively during this time, with a set amount of time devoted to each pattern, such as 60 minutes per sound.
Targets are selected based on the frequency of the error pattern and its impact on intelligibility, not on a requirement for the child to achieve mastery. For instance, if a child is eliminating the final consonants of words, the pattern “final consonant deletion” would be selected, targeting specific sounds like final /t/ and final /p/. The clinician moves on to the next pattern even if the current one is not yet perfected, emphasizing time-based rotation.
This rotation simulates the gradual and fluctuating nature of natural speech acquisition, avoiding repetitive practice that can be counterproductive. Cycles are generally categorized into three phases: primary cycles, which address the most basic and developmentally appropriate error patterns; secondary cycles, which address more subtle or less frequent errors; and advanced cycles, which focus on complex patterns or sounds. The entire set of error patterns is revisited in subsequent cycles, reinforcing the learning and allowing for gradual improvement over time.
Components of a Therapy Session
A single therapy session, often lasting 30 to 60 minutes, follows a structured, sequential format designed to maximize auditory and production practice. The session begins with a brief review of the homework materials provided from the previous session, ensuring the child can recall and briefly produce the target words. This is followed by one to two minutes of Auditory Bombardment, where the child listens intently to an amplified list of 12 to 15 words containing the target sound pattern for the current session. The purpose of this listening-only phase is to provide the child’s brain with intense, focused auditory input of the correct sound pattern without requiring them to produce it.
The core of the session involves Target Word Practice, where the child engages in play-based activities to practice saying a small set of target words, typically three to five, that contain the specific phoneme. The clinician provides models and cues to help the child achieve a high number of repetitions, ideally with successful production. Near the end of the session, the clinician performs a quick Stimulability Probe by asking the child to attempt words containing the targets for the next cycle. This check ensures the planning for the upcoming targets remains appropriate, as stimulability can change rapidly during therapy. The session concludes with a final brief Auditory Bombardment and the assignment of a simple Home Program, which usually involves the child listening to the target word list for about two minutes daily.