This vibrant program for the remediation of /r/, /r/ blends, and vocalic /r/ gets results with motivating, systematic lessons; easy measures of progress; hefty amounts of practice materials; and time-saving assessment tools.
- Establish correct articulation of /r/ and vocalic /r/ in words, sentences, and conversation
- Efficiently document progress and plan treatments
The programmed approach combines the best features from the Modified Cycles Approach (Hodson & Paden, 1990), the Sensory Motor Approach (McDonald, 1964), and Motor Learning Theory (Skelton, 2004) to help students master all the variants of /r/ and vocalic /r/ production. Use it for pull out sessions and to meet the needs of groups with varying levels of competency.
The program includes:
- Four assessment tools for initial /r/, initial /r/ blends, vocalic /r/ at word level, and a reading assessment
- 200 page manual with:
- step-by-step instructions and prompts
- illustrated elicitation techniques
- full-color picture grids
- color-coded reading materials
- sample long- and short-term goals
- how to address weak or incorrect articulation attempts
- CD-ROM with an additional 118 pages of printable materials in PDF format including:
- take-home carryover sheets
- easy-to-use scoring tools and sound inventory sheets
- award certificates
- generalization activities
The lessons address every level of remediation:
- word level
- sentence completion
- sentence reading and sentence imitation
- sentence production using carrier phrases
- elicited phrases/sentences
- carryover and generalization activities
Every lesson uses these evidence-based learning methods:
- consistent self-monitoring and self-evaluation
- early mastery of high frequency and high density words
- support fades as the task complexity increases
- anchor words to recalibrate correct productions
- skills broken down into achievable steps
- parental involvement using motivational home practice sheets
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- The phoneme /r/ is one of the last typically-developing phonemes for children. Since this phoneme is both complex and varies across phonetic contexts, a highly-structured speech therapy program is needed for effective remediation (Ehren, 2010).
- The Sensory Motor Approach systematically progresses from syllables to conversation with fading of stimulus supports (Berman, Bauman-Waengler, & Garcia, 2007). Step Up to R uses this effective therapy approach to improve children's overall speech intelligibility.
- Speech-sound intervention should facilitate correct productions across word positions and linguistic units (Bernthal & Bankson, 2004).
- Carryover is often the hardest part of therapy, as many children struggle to use new motor-speech patterns outside of a structured setting. The use of high-frequency and high-density words in therapy will effectively plan for carryover outside of the school or clinic (Morrisette & Gierut, 2002). Step Up to R uses carefully selected target /r/ words that are both high-frequency and high-density.
Step Up to R incorporates these principles and is also based on expert professional practice.
Berman, S., Bauman-Waengler, J., & Garcia, D. (2007). Cycles approach and integral stimulation: Outcome measures for unintelligible children. Seminar presented at the American Speech-Language-Hearing Association Convention, Boston, MA.
Bernthal, J.E., & Bankson, N.W. (2004). Articulation and phonological disorders. Boston, MA: Allyn and Bacon.
Ehren, T.C. (2010). What /r/ you doing? Correcting /r/. Seminar presented at the American Speech-Language-Hearing Association Convention, Philadelphia, PA.
Morrisette, M.L., & Gierut, J.A. (2002). Lexical organization and phonological change in treatment. Journal of Speech, Language, and Hearing Research, 45, 143-159.