Remediating Rhotic Distortions: Moving Beyond Traditional Approaches
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generally agree that /r/ is one of the most challenging speech sounds to
remediate. Despite research showing how persistent rhotic distortions can
affect students’ social, academic, and even future employment prospects, some
children are discharged from services because traditional approaches simply
fail to work.
This journal self-study
offers a response to the frustration often experienced by clinicians and
clients struggling with persistent errors by showcasing some exciting new
methods in /r/ intervention. Three articles describe promising results of different
types of biofeedback-visual-acoustic, ultrasound, and electropalatographic
interventions that are gradually becoming more accessible to clinicians. These
articles also explore how biofeedback methods and other intervention
modifications can adapt the principles of motor learning to increase efficacy
of articulation intervention. The fourth article is an exploration of
self-entrainment theory to promote speech sound change through the use of hand
You will be able to:
What is a journal self-study?
- describe the difference between visual-acoustic,
ultrasound, and electropalatographic biofeedback and how these methods can be
implemented to remediate residual rhotic errors
- summarize how principles of motor learning can be
manipulated to improve acquisition and learning of speech sound targets
- explain how theories of self-entrainment can be applied to
speech sound intervention
A journal self-study is a set of articles from ASHA's peer-reviewed, scholarly journals and policy documents to read at your leisure. Some journal self-studies are online and others include a printed copy.
Learning Assessment Online, multiple-choice exam