There are SO MANY ways to target articulation (and language!!) that don’t involve our artic kids finding words from text passages or just “focusing on their sounds” during other, unrelated activities. My favorite words for speech sound or articulation therapy are high frequency, and they can be found everywhere, all the time!
A recent study showed that children with mild-moderate speech sound disorders who received (3) 5-minute individual sessions per week made the same gains as children receiving (2) 30-minute groups sessions per week. Not only that, but
The key thing is that the students must receive enough therapy trials in those quick sessions (students in the study had an average of 41 repetitions of words in speech therapy sessions!). My favorite way to get lots of repetitions is through my no-nonsense No Prep Articulation Printables Using High Frequency Words. You’ll have no problem getting the maximum number of repetitions in during speech therapy. Plus, you’re practicing words your kids hear and say All. Day. Long.
What words in speech therapy should we focus on? Here’s some ideas from my high-frequency articulation packets:
The double bonus when doing these types of activities is that you’re likely to be targeting words your students will encounter and use throughout their day! That’s always a bonus in my book!
So what works best for me with /r/ therapy? I’ve had the most success with drill-based, no fluff activities using ~3, 5-10 minute sessions each week.
I tend to not put these students into mixed groups until they’re at least at the sentence level. Instead, I do quick artic groups right after recess so my students barely miss any class time!
When I released my no-prep, no-frills, high frequency words articulation packet, I got a few questions about how I keep my students motivated. Here are a couple of my “tricks”:
The words and phrases in my No Prep Articulation Printables Using High Frequency Words packet are all FUNCTIONAL and high-frequency. I love using these words because they’re so much more relatable – my students see these words in their books and even catch themselves using them throughout their day!
For more information:
Byers, B., Bellon-Harn, M., Allen, M., Saar, K., Manchaiah, V., & Rodrigo, H. (2021). A Comparison of Intervention Intensity and Service Delivery Models With School-Age Children With Speech Sound Disorders in a School Setting. Language, Speech, and Hearing Services in Schools.
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