TY - JOUR
T1 - Tutorial
T2 - Motor-based treatment strategies for /r/ distortions
AU - Preston, Jonathan L.
AU - Benway, Nina R.
AU - Leece, Megan C.
AU - Hitchcock, Elaine R.
AU - McAllister, Tara
N1 - Publisher Copyright:
© 2020 American Speech-Language-Hearing Association.
PY - 2020/10
Y1 - 2020/10
N2 - Purpose: This tutorial summarizes current best practices in treating American English /r/ distortions in children with residual speech errors. Method: To enhance the effectiveness of clinicians’ cueing and feedback, the phonetics of /r/ production is reviewed. Principles of acquisition, which can inform how to practice /r/ in the early stages of therapy, are explained. Elements of therapy that lack scientific support are also mentioned. Results: Although there is significant variability in /r/ production, the common articulatory requirements include an oral constriction, a pharyngeal constriction, tongue body lowering, lateral bracing, and slight lip rounding. Examples of phonetic cues and shaping strategies are provided to help clinicians elicit these movements to evoke correct /r/ productions. Principles of acquisition (e.g., blocked practice, frequent knowledge of performance feedback) are reviewed to help clinicians structure the earliest stages of treatment to establish /r/. Examples of approaches that currently lack scientific support include nonspeech oral motor exercises, tactile cues along the mylohyoid muscle, and heterogeneous groupings in group therapy. Conclusion: Treatment strategies informed by phonetic science and motor learning theory can be implemented by all clinicians to enhance acquisition of /r/ for children with residual errors.
AB - Purpose: This tutorial summarizes current best practices in treating American English /r/ distortions in children with residual speech errors. Method: To enhance the effectiveness of clinicians’ cueing and feedback, the phonetics of /r/ production is reviewed. Principles of acquisition, which can inform how to practice /r/ in the early stages of therapy, are explained. Elements of therapy that lack scientific support are also mentioned. Results: Although there is significant variability in /r/ production, the common articulatory requirements include an oral constriction, a pharyngeal constriction, tongue body lowering, lateral bracing, and slight lip rounding. Examples of phonetic cues and shaping strategies are provided to help clinicians elicit these movements to evoke correct /r/ productions. Principles of acquisition (e.g., blocked practice, frequent knowledge of performance feedback) are reviewed to help clinicians structure the earliest stages of treatment to establish /r/. Examples of approaches that currently lack scientific support include nonspeech oral motor exercises, tactile cues along the mylohyoid muscle, and heterogeneous groupings in group therapy. Conclusion: Treatment strategies informed by phonetic science and motor learning theory can be implemented by all clinicians to enhance acquisition of /r/ for children with residual errors.
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U2 - 10.1044/2020_LSHSS-20-00012
DO - 10.1044/2020_LSHSS-20-00012
M3 - Article
C2 - 32783706
AN - SCOPUS:85092065162
SN - 0161-1461
VL - 51
SP - 966
EP - 980
JO - Language, speech, and hearing services in schools
JF - Language, speech, and hearing services in schools
IS - 4
ER -