Lisp & Vocalic R Bundle

Description

lisp and vocalic r bundle for speech therapy! Articulation therapy intervention for SLPs: frontal lisp, lateral lisp, and vocalic r (r articulation)

What’s included in this speech therapy articulation bundle?

Correct that lisp with my lisp remediation (s articulation) packet! Lisp Speech Therapy packet/

Watch my Speech Therapy Lisp video for a detailed explanation of this product!

If you are not having much luck with the traditional articulation approach, you might find this packet beneficial when treating an interdental lisp or a lateral lisp.

FIRST, you’ll target-

Orofacial Myology Basics (“Ninja in Training” stage): informational handouts, labial and lingual strength and coordination exercises. You’ll also work to establish the correct lingual posture at rest. (Companion worksheets for Phase 1 of Sandra Holtzman’s “Myo Manual”, shared with permission).

Worksheets/ printables included:

1 Student Success Factors: this handout is for the SLP. It includes a checklist of considerations prior to beginning therapy, such as adverse negative oral habits, enlarged tonsils, and more

2 Mouth Posture & Exercises: this includes one handout for parents, and one handout for students. It explains the negatives of an open mouth posture, and provides basic labial coordination and strength exercises.

Orofacial Myology Basics Cont’d (“Ninja in Training” Stage):

2 Worksheets with board games/ activities to target labial strength/ coordination exercises and open mouth posture

2 Weekly Schedule Visuals: (provided on one page) these visuals help remind your student to keep their tongue tip resting on the alveolar ridge (correct lingual resting posture) and to keep mouth closed at rest

3 Labial Strength & Coordination Worksheets with board games/ activities to target lingual strength and coordination exercises (with a focus on slow, coordinated movements) and to promote correct labial posture at rest

1 Flip Book which explains to a student where the tongue tip should be at rest. It also targets lingual strength and coordination exercises, as well as production of LA-TA-DA-NA which focuses on repeated, slow, controlled movements of the tongue tip to the alveolar ridge. Cut out pages indicated and assemble in the correct order to the first page of the flip book.

These Orofacial Myology worksheets/ handouts are labeled “Ninja in Training”. Before moving on to the next stage (worksheets labeled “Student Ninja”), student must prove he/ she is able to control and shape the tongue and demonstrate normal lingual rest posture. Orofacial Myology (OFM) Exercises in the “Ninja in Training” stage are designed to target jaw stability and lingual-mandibular differentiation. It is extremely important that the student is able to demonstrate slow, controlled movements as well as rapid and precise movements.

NEXT, you’ll establish /s/ in isolation using tips and tricks while making sure that tongue stays in the correct spot. You’ll slowly build on this skill while practicing final /ts/ words and phrases:

Worksheets/ printables included:

“Student Ninja” Speech Practice Worksheets/ Activities:

3 “Whispered T” Worksheets: since the student has now demonstrated the ability to position the tongue tip to the alveolar ridge, these worksheets focus on the use of correct tongue posture while producing the lingual-alveolar sound /t/. The focus will be on a “whispered” /t/, with only a small amount of airflow required for correct production.

3 “Long T” Worksheets: after your student has mastered the “Whispered T”, trick them into production of /s/ by slowly adding airflow. Just don’t TELL them 😉

3 Worksheets & 16 task cards which target final /ts/ words: move on to these worksheets after the long /t/ has been mastered. The final /ts/ words on these pages and task cards have been carefully selected, as they do not contain any competing /s/ and /z/ phonemes.

4 Worksheets which target final /ts/ words in phrases: the final /ts/ phrases on these pages have been carefully selected, as they do not contain any competing /s/ and /z/ phonemes. Complete in the suggested order (i.e. “Speech Practice 4th” before “Speech Practice 5th”).

LAST, you’ll target /ts/ in sentences. These sentences were very carefully selected. They do not contain any competing /s/ or /z/ sounds or voiceless /th/. You’ll then utilize co-articulation to move from /ts/ to /s/ in the initial position with even more carefully selected sentences.

Worksheets/ printables included:

“Master Ninja” Speech Challenge Worksheets/ Activities:

3 Worksheets to target final /ts/ words in sentences: the final /ts/ sentences on these pages have been carefully selected, as they do not contain any competing /s/ and /z/ phonemes.

3 Worksheets which utilize co-articulation to move from final /ts/ words to /s/ words in the initial position. These sentences have also been carefully written so there are no other competing /s/ or /z/ phonemes.

All worksheets in this interdental and lateral lisp packet are low ink.

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Correct that R! Prevocalic R and Vocalic R

Watch this Vocalic R video for a detailed explanation of this packet

A few years ago, I took Sandra Holtzman’s Orofacial Myology: From Basics to Habituation CEU course. Prior to the course, I didn’t know much about Orofacial Myology. That course was a game-changer for me: not only when it came to treating lisps, but also when it came to correcting an /r/. I can’t even begin to tell you how many /r/ students I have on my caseload- and it’s amazing to have a structured approach to rely on that WORKS. Please note that this packet is a stand alone packet that contains foundational information as well as some lingual and labial strength and coordination exercises from phase 1 that I learned during this course. As a follow-up to that knowledge, I took Sandra’s “R: Techniques and Interventions to Correct R” course.

You can access that course on Northern Speech Services by clicking here:

R Techniques and Interventions- Sandra Holtzman

I created this packet in order to have speech therapy materials to use with the knowledge I gained from her r articulation course. I recommend taking that course and using the “Myo Manual” by Sandra Holtzman with this packet.

Please visit the following website to learn more information: www.orofacialmyology.com

This packet has been reviewed by Sandra and is shared with her permission.

If you are not having much luck with the traditional articulation approach, you might find this packet beneficial when correcting the following articulation errors:

vocalic r

prevocalic r (initial r)

What’s included in this vocalic r packet?

(1) Student Success Factors: this is a handout for the SLP that includes a checklist of considerations that should be assessed prior to beginning therapy (i.e. high/ narrow palate, ankyloglossia or “tongue-tie”, enlarged tonsils, etc.)

(1) Pirate Plan: this is a handout for students that provides a “therapy” game plan and student goals.

(1) Pirate Prep: this is a handout for students that explains the correct lingual posture at rest.

“Pirate Level One”: Level 1 worksheets utilize orofacial myology basic exercises in order to build a solid foundation for the /r/ sound. The purpose of these lingual exercises is to improve shaping skills, coordination, and speed within the oral cavity. (Reference: Sandra Holtzman, www.orofacialmyology.com)

(4) Tongue Exercises Worksheets: improve shaping skills, coordination, and speed with the carefully selected lingual exercises on these pages. While learning these skills, strive to eliminate lip rounding.

(2) Sound Practice Prep Pages: print out and laminate or stick the dough activity mat in a sheet protector. These worksheets can be used as an interactive method of showing placement of the tongue during the production of vocalic /er/.

Before moving on to the next level (Pirate Level 2: First Mate), your student must demonstrate he can easily change the shape of his tongue, and is able to move his tongue without moving his lips or mandible (lingual-mandibular differentiation).

Pirate Level 2 Activities: First Mate

Level 2 worksheets build a solid foundation for production of vocalic /er/. We’re only working on the vocalic /er/ sound in isolation at this level. Why? Every correctly articulated r has an “ER” in it (er…ed= red, ka…er= car), so this is our foundational starting point. (Reference: Sandra Holtzman, www.orofacialmyology.com)

(20) “ER” Worksheets: I’ve included worksheets that provide you with (3) options for producing an /er/ sound. In addition, I’ve provided you with open-ended worksheets, just in case you already have a favorite method for eliciting /er/. My absolute favorite, go-to method is “option a”, but use whichever worksheets you’re comfortable with! The important thing is that you get RESULTS and eliminate lip rounding. Options A, B, and C all provide you with 5 worksheets that target eliciting vocalic /er/ in isolation. These worksheets focus on the positioning of the tongue up and back, against the inner sides of the teeth. Visuals are provided to assist with these techniques. These methods build on the exercises completed in level 1. In addition, 5 open-ended “ER” worksheets are included, which allows you to elicit

/er/ using any method of your choosing. There are a total of 20 “ER” worksheets.

(1) “Even More” Sound Practice Worksheet: after your student has the basics down for producing vocalic /er/, challenge him a little more. He’ll practice varying the length and even try singing along to his favorite song using ONLY the vocalic /er/ sound. Rapid reps are importantl

(1) 100 ER’s! Page: That’s right- your student needs to produce 100 correct vocalic /er/’s before moving on to the next level. Keep track with this handout.

Pirate Level 3: Captain Activities

Level 3 worksheets build on the production of /er/. Your student should only move to this level once he’s produced 100 perfect vocalic /er/ sounds in isolation. Now, he’ll start to use /er/ in words. We begin with one verrrry specific target word which allows us to keep our tongue in the /er/ position (her), then target nonsense words, then we’ll get to the real deal in the next step. (Reference: Sandra Holtzman, www.orofacialmyology.com)

(3) “HER” Worksheets: These worksheets start with production of vocalic /er/ in the word “her”, since the tongue does NOT need to move for production of the /h/. In addition, it allows the student to practice a prolonged final vocalic /er/.

(3) Bilabial & “ER” Worksheets: Because the tongue does NOT need to move to produce these nonsense word combinations, we’ll move on to these worksheets next. These worksheets build on the foundational skills learned earlier (such as being able to move lips without moving the tongue)!

(3) Labiodentals & “ER” Worksheets: Third, you’ll focus on labiodentals, and your student will work hard to make sure he’s only moving his lips, and not his tongue!

(3) Lingual Alveolars & “ER” Worksheets: Fourth, you’ll challenge your student a little more. These worksheets build on foundational skills learned in level 1, as your student will need to demonstrate the ability to produce the /er/ in a nonsense word that also requires coordinated movement to the alveolar ridge.

(18) Pirate Level 3 Word Practice Worksheets targeting a variety of other sounds/ blends: these worksheets allow your student to produce /er/ in targets in a carefully selected hierarchy (includes /s/, /z/, /l/+ /g/, /k/+ /y/, /w/+/ch,/, /dz/, /sh/, /zh/+ s-blends: sp, st, sk, sl, + l-blends: bl, fl, kl, gl)

(All nonsense word practice worksheets are labeled as “Word practice #1-10”. Once you see #11, the focus will be real words! Don’t rush things. Make sure your student is truly ready to move on to the next level before doing so!)

Okay, great. Now, we start practicing the /er/ sound in REAL words. Yay! We’re going to build on the “sound families” we practiced previously (nonsense words), and use co-articulation and prolongation strategies to elicit our target. By now, your student has mastered basic lingual skills (covered in the Pirate Level One) and has produced /er/ from all consonant combinations. Your student will practice words and sentences at this level. These words and sentences have been carefully selected, as they do not contain other /r/ words. You may find it helpful to start with words, then review and add sentences. The goal will be to prolong the beginning consonant+er, then practice the word. Each consonant/ blend + er target includes (1) activity worksheet and 6 articulation cards. (Reference: Sandra Holtzman, www.orofacialmyology.com).

All co-articulation word practice worksheets are labeled as “Word practice #11-20”.

Once you see #21, the focus will move on to the other vocalic

/r/ words, in a specified hierarchy (from easiest to most difficult).! Don’t rush things. Make sure your student is truly ready to move on to the next level before doing so! After finishing all worksheets, you may find completing carryover articulation tasks helpful.

Bilabial & “ER” (1 activity worksheet + 6 flashcards): Because the tongue does NOT need to move to produce these nonsense word combinations, we’ll move on to these worksheets next. These worksheets build on the foundational skills learned earlier (such as being able to move lips without moving the tongue)!

Labiodentals & “ER” Worksheets (1 activity worksheet + 6 flashcards): Third, you’ll focus on labiodentals, and your student will work hard to make sure he’s only moving his lips, and not his tongue!

Lingual Alveolars & “ER” (1 activity worksheet + 6 flashcards): Fourth, you’ll challenge your student a little more. These worksheets build on foundational skills learned in level 1, as your student will need to demonstrate the ability to produce the /er/ in a nonsense word that also requires coordinated movement to the alveolar ridge.

Remaining consonants (includes /s/, /z/, /l/, /g/, /k/, /y/, /w/,/ch,/, /dz/, /sh/, and /zh/) & blends (includes s-blends, and r-blends): these allow your student to produce /er/ within a carefully selected hierarchy (includes /s/, /z/, /l/, /g/, /k/, /y/, /w/,/ch,/, /dz/, /sh/, /zh/, s-blends, and r-blends). Includes a worksheet and flashcard set (6 targets) for each consonant, and (1) worksheet and (1) set of articulation cards for each blend set.

(5) Worksheets that target vocalic /r/ sounds (/ire/, /ear/, /air/, /ar/ and /or/). Each worksheet builds on production of a targeted vowel + “ER” sound

(2) Sentence Practice Worksheets: one worksheet targets creating sentences with alike vowels (i.e. two “ear” words), while the second worksheet targets creating sentences with different vowel combinations (i.e. /or/ + /ar/)

(2) Challenging Combinations Worksheets: the focus of these worksheets is rapid repetition of /or/ and /ar/ words

Vocalic /rl/ elicitation page: practice vocalic /rl/ by blending vocalic /er/ + the /l/ phoneme

(1) Groundwork for /r/ page: this worksheet is optional, but provides a means of eliciting /r/ in the initial position from a vocalic /er/ for the student who requires additional practice

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Students who may benefit include

students receiving speech and language therapy

students receiving special education

elementary or middle school students

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Key Words: articulation therapy, vocalic r, vocalic /r/, prevocalic /r/, r articulation, /r/ articulation, lisp speech therapy, s articulation, interdental lisp, lateral lisp, lisp remediation, orofacial myology, Sandra Holtzman, speech therapy activities, speech therapy, speech and language activities, articulation

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The Pedi Speechie: speech therapy materials ( lisp, vocalic r)