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Speech Therapy For R Sound

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Speech Therapy For R Sound

R is one of the most challenging speech sounds for SLPs to teach. This phoneme is produced differently than other vowels and consonants, making it difficult to elicit or train correctly. /r/ appears in three initial (beginning), medial (middle), and final word positions and has eight variations or allophones.

Therapy for /r/ should be tailored to each child’s individual needs and goals. Often, an initial screening is necessary in order to decide the most beneficial starting point in articulation therapy.

When working on a specific speech sound, it’s essential to create healthy habits that will last. This may involve attending weekly speech therapy and practicing daily outside of the sessions.

During a session, the therapist will work on developing an accurate oral position for the /r/ sound. This may be done through the use of a mouth puppet or other tools to help students visualize how to make the correct r sound.

The therapist will also incorporate coordination and strengthening exercises into their routine to guarantee that the jaw and tongue move correctly when making an /r/ sound. These can be done individually or in small groups.

If an ‘r’ sound is not being produced, the therapist must identify what’s causing the issue. This can be a difficult task and frustrating for both client and therapist.

In some cases, children may have an underlying medical condition that impairs their speech production. This could include a congenital disorder, physical injury or developmental disability such as autism.

Another possibility is that a child has experienced certain environmental factors which have adversely impacted their speech development, such as stress, anxiety or trauma. A therapist can discuss these options with the client and propose potential treatment approaches.

It is possible that the therapist must work on the client’s articulation skills using either an ABA approach or SBA model, depending on the child and his or her goals. These therapies can be utilized either in lieu of or alongside traditional speech-language therapy programs.

Other therapies that could help with a child’s /r/ sound include nonspeech oral motor exercises like wagging the tongue, sucking straws, blowing horns and whistles, licking lollipops or pushing against a tongue depressor.

Therapists can teach a child to use auditory discrimination in order to distinguish between /r/ and /rw/ sounds. This could be done either through reading an R word list or having them listen to recordings where both sounds are pronounced.

The therapist may instruct their client on how to alter the pitch of an /r/ sound so it sounds more nasal or softened. This can be accomplished through listening carefully to both sounds in different contexts, such as during a word or syllable or after a pause.

A therapist can also help the student practice making the /r/ sound in words they are familiar with or words that contain similar sounds, such as rice, right, ride, ring, red, rink or ranch.

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