Presenter: Nancy Geruntino, MA, SLP
– E.H., prior course participant
Participants will learn the concept of the Up, Down, & Slide Alphabet. This method is easy to teach, fun to learn, and most importantly, it reduces the number of contexts that need to be taught! It can be applied to any word with the 'R' sound, including all dialects, plus has application to language and literacy skills.
This methodology teaches students to analyze words for the sound that precedes the R, and identify that sound as an Up sound, a Down sound, or a Slide sound – regardless of spelling. Each sound category has a corresponding tongue position that students learn and use to successfully execute the production of R.
This approach, combined with sound discrimination training and motor planning instruction, will help students master 'R' pronunciation at the conversational level, plus address barriers related to spelling, pronunciation and dialect.
Offered for 0.3 ASHA CEUs – 3 contact hours.
Course Overview – Run Time: 3:00:57
– E.M., prior course participant
Stop and re-start the course at any point. Learners retain access to course content after completion for ongoing reference and review.
This presentation will focus on the "R Made Simple" Program for /r/ remediation. Other treatment approaches will receive limited or no coverage during this lecture. Presenter financial and non-financial disclosures may be found in the Presenter & Disclosures area.
Video PowerPoint presentation with author narration & downloadable handout. Stop and re-start the course at any point. Learners retain access to course content after completion for ongoing reference and review.
"I will invest in this program. Absolutely insightful way to provide therapy." M.K. (Mar. 2023)
"I liked the comprehensive explanation of the ups, downs, and slides and the approach we can use to help our students discriminate those /r/ sounds within the words. I appreciated the methodology that was shared with us. As a result, we as therapists can implement those strategies into our sessions right away." M.C. (Mar. 2023)
"A strategic way to teach /r/ to speech students. I knew /r/ was pronounced in different ways depending on what vowel or blend surrounded the /r/, but I never realized there was a certain way per sound that was consistent. I can't wait to use this with my students who have been working on /r/ for a long time and letting them analyze it to take responsibility and help them generalize and master the /r/. I loved speaker's enthusiasm and watching the progress of the conversational speech after the year of speech." A.P. (Mar. 2023)
"The instructional cues and methods made the course easy to understand and easy to implement. Clearly presented and thoroughly explained my questions before I could form them." T.F. (Mar. 2023)
"I liked the video demonstrations of methodologies with older students as well as young ones. The thumb exercise to assist in placement and production of the "cup" position of the tongue was helpful." S.A. (Mar. 2023)
"This worked great with two of my /r/ students who had not been able to produce vocalic /r/ before. The steps and examples were very clear. I found the description of how to produce the /r/ sound in isolation with the use of the thumb exercise the most beneficial." A.V. (Mar. 2023)
"It’s a tangible program. Easy to understand." M.K. (Mar. 2023)
"Unique perspective and novel strategy. I liked incorporating language therapy into articulation therapy." C.W. (Mar. 2023)
"This is a different approach to R therapy. I liked the practice materials." L.C. (Mar. 2023)
"I learned a new method and process for teaching /r/ sounds. Straightforward presentation, examples, handouts. Liked the child-friendly language of the approach." M.Y. (Jan. 2023)
"Course was easy to understand and with lots of examples." C.L. (Jan. 2023)
"I liked the video examples of how to teach this program to students." E.L. (Jan. 2023)
"I liked the videos of therapy sessions, practice time, and repetitions. And learning the 3 'r' positions." J.C. (Jan. 2023)
"Useful ways to get an R!!" J.H. (Jan. 2023)
"Thinking of the R productions as up, down, and slide. Using the thumb exercises to help get the correct production. Video examples to show it in action." M.B. (Jan. 2023)
"Carryover to other subjects. Liked all of the handouts." T.M. (Jan. 2023)
"A new and practical approach for my /r/ challenged middle schoolers. I love how many practical solutions and ideas were provided." D.J. (Dec. 2022)
"I liked the practicality of use for daily therapy. Tongue exercises were beneficial." A.K. (Dec. 2022)
"Using the 3 different categories to explain /r/ to children in a friendly, easy to understand way. The examples, videos, and real life therapy practices were helpful." M.K. (Dec. 2022)
"I loved the idea of dividing /r/ sounds into just 3 groups." M.P. (Dec. 2022)
"I learned a new methodology for treating /r/ and all articulation. This course was easy to listen to." K.M. (Dec. 2022)
"I loved the new approach to teaching tongue placement by using the sounds alphabet. I liked the recorded therapy examples which allowed me to see the students' progress over time." D.R. (Dec. 2022)
"The categories within the course were easily accessible. The therapy clips demonstrating the techniques were very informative." A.M. (Dec. 2022)
"I liked the video examples." C.T. (Dec. 2022)
"I think grouping the sounds in the Ups, Downs, and Slides is a very concrete way to help students realize/visualize the sounds as they make them. I will definitely be reviewing the course again as I continue therapy with my students. Liked the concrete examples by showing actual therapy sessions." M.M. (Dec. 2022)
"The categorization of sounds was helpful from a co-articulation perspective, and how to choose which words to practice. The specific examples were very helpful." D.W. (Dec. 2022)
"Incorporating language and articulation activities to improve the /r/ and increase language proficiency was beneficial - fun for the students." D.S. (Dec. 2022)
"I liked the therapy examples provided. And the emphasis on looking at the sounds that precede the 'r' to help in producing a correct /r/ in speech." C.H. (Dec. 2022)
"Many therapy activities presented. I liked the modeling with students." K.C. (Nov. 2022)
"I liked the systematic way of teaching the children to produce the R sound by reducing the complexity of motor planning." T.O. (Nov. 2022)
"I liked the instructional videos." S.R. (Nov. 2022)
"Learning the up/down/slide alphabet and thumb push under chin - the whole course was helpful." G.W. (Nov. 2022)
"This course is directly applicable to daily therapy." L.D. (Nov. 2022)
"I enjoyed learning the up, down, and slide tongue positions. Videos showing practice with students and the progress they made over various periods of time were nice. I liked the color coding of the different methods - up, down, and slide and having students analyze words." C.B. (Nov. 2022)
"I liked the therapy clips demonstrating the technique." A.M. (Nov. 2022)
"I liked the whole topic, as it is a novel approach to /r/ work. The video examples are always useful. Speaker has an easy-to-follow, linear approach to instruction." A.W. (Nov. 2022)
"Well organized and easy to follow. I liked learning Up/Down/Slide for how to produce /r/." S.S. (Nov. 2022)
"The videos were great! I could really identify with the children and the therapy sessions. I enjoyed learning the method. I found it very interesting that you did not have a drill on isolation, vowels, etc. I also liked the information on the "glue words!" L.S. (Oct. 2022)
"I'm retired, but I plan to try this approach with my grandson. When I was practicing, I used some of these same ideas, like the slide sounds and thumb position from the PROMPT program that I was trained in!" S.K. (Oct. 2022)
"I liked the video examples of therapy and practice analyzing words. And learning to group speech sounds into up, down, and slide categories." S.A. (Oct. 2022)
"Learning the Up, Down, Slide approach and how it impacts motor planning was beneficial." C.G. (Oct. 2022)
"A new approach to teaching /r/ for kids is helpful for those who have stalled in their treatment. The examples were great." B.O. (Oct. 2022)
"Great use of examples, demonstration, and practical application. Watching video examples was very helpful." K.K. (Oct. 2022)
"I liked the student videos. Good instruction and ideas for how to teach students to correctly produce the /r/ sound." J.B. (Oct. 2022)
"I loved all of it and I really liked learning about the thumb exercise. I really enjoyed the demonstrations and how to incorporate this methodology into therapy." V.B. (Oct. 2022)
"I liked learning the different categories of R productions. This course included excellent language activities for generalization and carryover of R sounds while stimulating or teaching language skills." B.S. (Oct. 2022)
"I liked learning how to implement the approach. Good examples - lots of practice." S.V. (Sept. 2022)
"I found most beneficial the examples of ways to implement the program. The videos provided clear examples of the therapy process to implement the program." S.S. (Sept. 2022)
"I liked the word analysis activities." J.H. (Sept. 2022)
"The course is easy to follow. I liked learning to categorize the /r/ sounds into the Up, Down and Slide groups." K.H. (Sept. 2022)
"The categorization of the /r/ sounds into up, down, and slide as well as the physical prompting with the thumb was most beneficial. The multiple video examples in categorizing /r/ sounds were the best part of this course." M.P. (Sept. 2022)
"Extremely functional, well organized and I liked the specific examples & videos provided. Thorough approach to teaching a completely different way of therapy for the /r/ sound." K.D. (Aug. 2022)
"I loved seeing Nancy implement the program and being able to witness the change in the students' speech. The /r/ sound is challenging to correct and using color coding for placement will be beneficial." C.C. (Aug. 2022)
"Rethinking current practice and considering factors of co-articulation, diversity in language dialects and spellings, and real examples will most benefit my practice. Immediate practicality and access to ready-made materials to reduce planning workload and streamline services within a programmed experience." M.K. (Aug. 2022)
"I could feel myself learning the content and saw the value of the highlighting, repetition of the rules, and frequent opportunities for practice. This was a very well thought out, systematic learning process with excellent results. I am happy to add this to my arsenal. I liked the use of sound rich language contexts to support both language and reinforcement of the artic goals. I thought it was excellent! I am always very pleased with the presenters at NSS." G.E. (Aug. 2022)
"I liked that I was able to break it up into shorter viewing sessions." B.M. (Aug. 2022)
"The flow and format of the course were good." J.W. (July 2022)
"Practical! It will help my students make faster progress with their /r/ sounds." G.B. (June 2022)
"I liked practicing determining if words were ups/downs/slides. That was very helpful. I also liked watching the clips of real therapy in action." G.B. (June 2022)
"Real life video examples of how to implement were very helpful!" I liked having a new approach for R." A.S. (June 2022)
"I liked seeing the kids progress. And highlighting different coarticulation patterns was beneficial." C.P. (June 2022)
"A new approach for /r/! I liked the concept of up, down, and slide sounds." L.C. (June 2022)
"I like how well the topic was covered and the videos that showed the implementation of the system." L.N. (June 2022)
"This is, by far, the best CEU course I've taken in several years. I liked the program itself along with the therapy sessions. Nothing can replace watching a good SLP in practice!" E.M. (May 2022)
"Showing the information being used by real-life students was helpful." K.D. (May 2022)
"It gave very useful information to carry back into my daily therapy sessions." S.B. (May 2022)
"This course was comprehensive. I liked the video examples and the specific strategies for eliciting /r/." L.M. (May 2022)
"Learning how to use coarticulation strategies via the up, down, slide method will be very beneficial to use in my therapy sessions. The video sessions were very informative." S.B. (May 2022)
"I liked the examples with children and task breakdown, and the emphasis on lingual movement and strength." T.K. (May 2022)
"Learning the color codes to analyze where the sound is produced and helping the child know how to move their tongue into position for the r sound was beneficial for my daily practice." S.B. (May 2022)
"The ease of course access was nice. Part One was most beneficial for me. I liked that she broke it down into specific categories." H.B. (May 2022)
"I liked that I was able to take the course at any time, and able to pause if necessary. And learning to break down the words into up, down, and slide categories." M.B. (May 2022)
"This course has really changed the way I work on the /r/ sound. I have found it very effective! I liked the examples of how to break down words for specific motor planning." E.H. (Apr. 2022)
"I like the practical application of the strategy – a new approach to remediating /r/." N.P. (Apr. 2022)
"I liked learning how to analyze words with the students! And learning about the up down and slide method!" J.H. (Apr. 2022)
"I liked that it's a different way to work on the r sound. Something new to try!" D.L. (Mar. 2022)
"The videos demonstrating teaching of program to actual students was most beneficial. I appreciated the case study type videos and the ideas for how to implement the strategies with students." C.K. (Mar. 2022)
"I liked the many examples given, the videos of real therapy sessions as well as the ideas to incorporate language into the therapy sessions." B.S. (Mar. 2022)
"I liked the video session examples – seeing how the program works using students who are using the program. Also seeing how they improved in therapy. " K.B. (Feb. 2022)
"It was very easy to understand and will be easy to implement in my therapy. I liked the use of Ups, Downs, and Slides to teach the r sound." D.P. (Jan. 2022)
"Supporting glottal or pharyngeal productions/tension with singing. I liked seeing real therapy with students who were not making perfect 'r' sounds." A.O. (Jan. 2022)
"I really appreciated the specific exercises demonstrated (like the Thumb exercise), and learning a strategy that simplifies the movement / categories into only three basic types. I am so fond of this program! I was already using it before watching the training, and with good success. I like the examples and demo's the best." J.A. (Dec. 2021)
"I like how the sounds were categorized and organized to provide more analysis for students." S.P. (Dec. 2021)
"I've been using the program in the clinic and really like it." K.C. (Dec. 2021)
"I will try having the students analyze the words and determine if the sound before is an up, down, or slide sound." K.B. (Dec. 2021)
“Actually seeing her work with students to develop the treatment plan and outline was AMAZING. The best CE I've ever received because I got to see her actually doing it!” S.S. (Nov. 2021)
"I liked the amount of examples given." S.H. (Nov. 2021)
"The course was very clear and well organized. The videos were great too." L.F (Oct. 2021)
"I liked the analysis of the different /r/ sounds. I like being able to practice analyzing the /r/ sounds." K.K. (Oct. 2021)
"I liked the tactile cue, and the analyzing of sounds to implement into daily therapy sessions. A new approach to something I've been working on for a long time." T.J. (Oct. 2021)
"The presented method for remediation of the /r/sound was new and interesting. I am looking forward to trying this method with my clients. The course was well organized. The presenter was thorough in her presentation of the information." B.K. (Aug. 2021)
"The stream-lined approach to teaching /r/ was helpful for my daily practice. The course was short, sweet, and affordable." M.M. (Aug. 2021)
"A review of the entire program to work with my articulation students on /r/. Nancy was very thorough and reviewing the progress of the program." S.C. (July 2021)
"The handouts and use of videos and functional activities that can be used for different ages of the student were very good." F.F. (July 2021)
"The category positions- Ups, Downs, Slides and cues for tongue placement before producing the "r" sound will be beneficial for my daily practice. Presentation of material was organized and spoken with clarity. I loved the videos and the handouts!!!" R.A. (July 2021)
"I appreciated how the course walked through all the elements of the program and gave many examples of words to analyze as well as videos of real treatment sessions." A.B. (Jun. 2021)
“The video examples that helped to understand how to implement the program, and the evidence of such great progress with the students were very beneficial.” J.C. (Jun. 2021)
“I loved the way the instructor modeled her program. All the information she provided was very helpful. The knowledge I am taking away from this program is extraordinary!” S.K. (May 2021)
“I enjoyed the videos demonstrating the therapy in action.” B.D. (May 2021)
“The therapy examples were amazing!!! Great to see it all in action.” T.S. (Apr. 2021)
“This is a new way to address the /r/ sound and pair it with reading.” E.B. (Feb. 2021)
“My students struggle with /r/ - this is a new and unique way to look at /r/ production that I can pass on to my students immediately!” K.K. (Feb. 2021)
“I especially liked the strategy of teaching the /r/. It seems to be much more simplistic than the way I was teaching it and hopefully will be easier for children to learn. The motor-planning aspect of up, down, and slide movements are going to be beneficial to teaching the /r/ sound in a new way in my daily practice.” M.B. (Jan 2021)
Nancy L. Geruntino, MA, SLP, has been a practicing speech-language pathologist for over 30 years providing services in private practice, clinics, and public school settings. For the past 12 years, Nancy has been developing and perfecting a new intervention technique for ‘R’ remediation. Years of observing children failing when traditional therapies were used to remediate ‘R’ provided the motivation for Nancy to develop an ‘R’ remediation program that addresses all ‘R’ sounds in all contexts.
Through the creation of the Up, Down, & Slide Alphabet, this program can help speech-language pathologists teach students and clients how to categorize ‘R’ sounds into one of these categories to improve tongue motor planning and the pronunciation of ‘R’ to overcome barriers related to pronunciation, spelling, and dialect. Nancy is the recipient of many school district awards including one for creating a speech improvement program for kindergarten students. She is also the author of 14 children's books. Nancy hopes that wide implementation of her program during the early school years will eliminate 'R' problems in middle school and high school.
Financial — Nancy Geruntino is a presenter of online CE courses sponsored by Northern Speech Services; receives royalties.
Financial — Nancy Geruntino is the author of the "R Made Simple" program published by Northern Speech Services; receives royalties.
Nonfinancial — Nancy Geruntino has no relevant non-financial relationships to disclose.
This program is offered for 0.3 ASHA CEUs (Intermediate Level; Professional Area).
ASHA CEUs: NSS online courses are registered with ASHA and are offered for ASHA CEUs. The number of ASHA CEUs is noted above. Note that 0.1 ASHA CEU = 1 contact hour = equals 1 CEE.
ASHA CE Registry: During the enrollment process, if you select to receive ASHA credit for this course and if you provide your ASHA number, NSS will automatically submit your CEU information to the ASHA CE Registry after successful course completion (80% on post test). This submission happens once per month, during the first week of the month. For example, if you complete your course on November 7th, NSS will submit all November online course CEUs to ASHA during the first week of December. When ASHA inputs the information into their database, they will mark the course as completed on the last day of the month in which it was completed, so November 30th using this example. The certificate of completion available for you to print immediately, however, will reflect the actual completion date, November 7th in this example. Due to ASHA processing procedures please allow 2-3 weeks, from the submission date, for the course to appear on your ASHA transcript.
ASHA CEUs: Attendees must meet at least one of the following conditions in order to be eligible to earn ASHA CEUs:
If an attendee is not an ASHA member or CCC holder but meets any of the above criteria, they may inform the ASHA CE Registry of their eligibility by visiting this site.
Licensing Boards: Most state licensing boards DO accept CEUs earned online (usually classified as home-study credits). Some state boards do, however, place a limit to the number of credits that can be earned via home study/online courses. For the most current information, we suggest that you contact your licensing board or agency to verify acceptance policies and/or any credit limits related to home-study courses prior to registering for this course.
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You have unlimited time to complete our online courses. You may log off and log on as often as you’d like to in order to complete all sections of a course.
However, completion dates are based on Eastern Standard Time. Therefore, if you need your CEUs by a certain date, be sure to complete the course test before 11:59pm EST on that date. For example, if you need CEUs before January 1st, you will need to complete the course test before 11:59pm EST on December 31st.
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ASHA CE Registry Submission:
During the enrollment process, if you select to receive ASHA credit for this course and if you provide your ASHA number, NSS will automatically submit your CEU information to the ASHA CE Registry after successful course completion (80% on post test). This submission happens once per month, during the first week of the month. For example, if you complete your course on November 7th, NSS will submit all November online course CEUs to ASHA during the first week of December. When ASHA inputs the information into their database, they will mark the course as completed on the last day of the month in which it was completed, so November 30th using this example. The certificate of completion available for you to print immediately, however, will reflect the actual completion date, November 7th in this example. Due to ASHA processing procedures please allow 2-3 weeks, from the submission date, for the course to appear on your ASHA transcript.
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