Articulation, Middle School, Therapy Ideas

Tools and Techniques for Eliciting /R/ in Articulation Therapy

One of the things I was most nervous about when starting to work at the middle school level was working on the dreaded /r/ sound. Honestly, before starting this job, I didn’t feel comfortable eliciting /r/ at all. In the past couple years, I’ve gotten so much more comfortable with it and wanted to share some of my favorite techniques and tools with all of you!


TECHNIQUES FOR ELICITATION

Karla Method

This is my number one tip if you haven’t tried this already. It has probably worked for 75% of the students I’ve tried it with. The best handout I could find to explain the protocol I use is available for free on Speaking of Speech by clicking hereThis video is also really helpful to show exactly how to teach it to students. Sometimes, I put on the video in therapy and pause to practice! Easy peasy!

Bear Growl

I’ve had an unlikely amount of success getting my students produce /r/ in “gr”, even going as far as to have bear growling competitions in therapy. It is tons of fun and it has really worked! When I have success with this method, I almost always use the “gr” context to get other words more successful. For example, if producing the word “rod”, we might say “grrrrrrr-rod” to elicit it. PS: “Kr” blends are also great for elicitation as well!

Eureka!

The Eureka method works on the “er” sound by placing a “y” before the “er” sound. This can help because it puts your tongue towards the top of your mouth, getting it ready for a good “er” sound! This video gives some more information on doing therapy with the Eureka method. I’ve had success having students practice words like “your” by producing them more like “yrrr”. You can build to saying things like “your rose”, producing it like “yrrrr-rose”.

Eee –> R

I’ve had success getting the /r/ from a nice, long “eeee” by slowly pulling the tongue back as you say it. Try it yourself! say “eeee” and slowly pull your tongue back! You might find yourself saying “ear” 🙂 This technique works well for students who have trouble visualizing that they need to really pull their tongue back!

L –> R

As a last resort, this technique will usually work. I prefer to work from an “eeee” if possible (see previous technique), but sometimes I need to use the /l/ sound to elicit an /r/. The reason I prefer to use this as a last resort is that it produces a retroflex /r/, which in my opinion can be harder to generalize into words/sentences/conversation. Maybe it’s just my mouth, but it definitely feels less natural to me! To do this method, have your student produce a nice, long /l/ sound. From there, have them slowly drag their tongue back along the roof of their mouth until they are producing /r/. I practice doing this without making sound for a while. For some students, I don’t tell them we are producing /r/ so they don’t psyche themselves out! It will eventually sound like the beginning of the word “learn” (i.e., lerrrr).

Placement Cues

I’m keeping this fairly general but sometimes you might need to back it up and spend a session (or 2 or 3) to discuss placement. Some ideas for this are making playdoh tongues or drawing the tongue. I love calling it the “taco tongue” and using a picture of a hard shell taco as a visual. You can also use flossers (check out this post from Natalie Snyders about that) or small suckers (rub on the sides of their tongue to get that taco tongue going!) to help with placement. Definitely incorporate a mirror while giving placement cues so your students can see what they’re doing! Sometimes I forget that and it can make a big difference!

The Best Book Ever

If you’re consistently having difficulty eliciting articulation sounds, I 1829327% recommend this book. It has tips and tricks for elicitation. I’ve shared it with several SLPs in my district and several of them have purchased it after borrowing it! I know it’s expensive, but it’s amazing!


TOOLS FOR REPEATED PRACTICE

R Made Simple

I’m putting this tool first because it almost belongs in the elicitation section of this post. I’ve recently had success with a couple of middle schoolers who’ve been working on /r/ for years with this program. You can check it out by clicking here. I love it because the kit is small (I don’t have a room so I see students all over the school!) and it can be used for longer sessions or 5 minute sessions. You can see more examples of what is in the kit in my review of this program by clicking here.

Step Up to R

This is my second most used commercial /r/ resource. It is great for traveling therapists and short, drill based sessions. Click here to check it out. It’s super quick and easy!

Entire World of R

This series of materials contains tons of helpful probes and screeners. If you can’t figure out what contexts or versions of /r/ that your student is most successful with, this series will help a ton. I have the Advanced Screening book as well as the Elicitation Techniques book. I use both every school year!


OTHER GOODIES

Up your game with this FREE handout that allows your students to rate their productions. Sometimes in the flurry of busy days and back to back groups, I can forget simple things like making sure my students can hear a good production from a bad one (oops!). I keep copies of this handout in clear page protectors and hang them on my dry erase board so I never forget!

To get this handout, sign up for my email newsletter. I use this newsletter to share blog updates, sales information, and useful therapy tips and tricks.

CLICK HERE TO SIGN UP!

 


If you’re looking for some creative, motivating materials that target /r/, check out some of my favorites from my store below:

Articulation Menus for /r/ – Perfect for working on /r/ in more difficult contexts including sentences and conversation.

Articulation Playing Cards for /r/ – Use these versatile cards to drill /r/ words OR to play card games and practice /r/ generalization. I have a bundle in my store of these cards too!

Articulation News – This product is similar to my menus product. It works incredibly well in mixed groups (mixed articulation sounds OR speech/language mixed groups!) and is age-appropriate for older students.

Hope that helps you with some tricky /r/ cases! What works best for you? Share your techniques and ideas in the comments to help other stuck SLPs out!

Do you love all things SLP?

Enter your email below to get the Speechy Musings newsletter. Once you sign up, you'll get instant access to an exclusive freebie library.

I respect your privacy. You can unsubscribe at any time.
Shannon

You Might Also Like

Previous Story
Next Story

2 Comment

  1. Reply
    Elana
    November 22, 2017 at 12:17 PM

    Thanks for the great tips! I shared the reading materials with a colleague. And put them on my wish list!

    1. Reply
      Shannon
      November 22, 2017 at 1:28 PM

      I’m so glad the post was helpful!! Thanks SO much for your comment and for sharing my post! <3

I'd love to hear your thoughts! Leave a comment below.