This online course will teach an entirely different approach to 'R' remediation. One that can be applied to any word with the 'R' sound, including all dialects, plus has application to language and literacy skills. Participants will learn the concept of the Up, Down, & Slide Alphabet. This method is unique, yet easy to teach and simple for the students to learn. Offered for 0.3 ASHA CEUs – 3 contact hours.
This approach works by taking the English alphabet and reorganizing it into 3 categories: UP, DOWN, or SLIDE. Categories are based on the position of the tongue prior to the production of the 'R' sound. Learn to teach students how to identify the sound heard, look at the alphabet, and then decide if it's an UP, a DOWN, or a SLIDE. 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.
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.
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.
Additional accrediting agencies by which Northern Speech is an approved CE provider:
Course Completion Timeframe:
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.
Access to course materials and content does not expire, even after completing the post test. You may continue to review course material by logging into your NSS account, clicking the My Online Courses tab, and then viewing your desired course.
Certificate of Completion:
On successful completion of the post test (80%), a certificate will be immediately available for download and/or printing. This certificate will include your name, date of completion (based on Eastern Time Zone, USA/Canada), and number of contact hours (CEUs / CEEs). Please note that CEUs are awarded on the date of successful test completion, not the date of course enrollment. Please ensure that you successfully complete the post test prior to any licensure renewal dates.
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.
Purchase orders are currently not accepted for online orders, if you wish to submit a purchase order please do so at firstname.lastname@example.org or fax to 888-696-9655.
What is an Online Course?
Our Online Courses consist of video, audio, and/or text content and are offered for ASHA CEUs. Unlike a webinar, which requires participants to be logged on and at a computer at specific times, our Online Courses are available to you at any time, from any device, via your NorthernSpeech.com online account. You may work at your own pace and start and stop your course as you wish. Your course will conclude with a short post test. On successful completion of the post test (>80%), a printable certificate of completion is presented to you.
Northern Speech is an ASHA CE Provider and our online courses are registered with ASHA and offered for ASHA CEUs. Please note that successful completion of the online post test is required prior to the awarding of CEUs. Please contact your state licensing board for acceptance policies related to CEUs earned online. Please note that courses offered for university students are not applicable for CEUs.
Registering for an online course:
You may browse all online courses by clicking the Continuing Education tab above, then Online Courses. Once you find a course, click Enroll Now, and you will be asked to either log into your existing Northern Speech account or create a new online account. Once you’ve entered your account information and provided your credit card payment, your course will be immediately available to you.
Accessing your purchased course or returning to a purchased course:
You will be able to access your online course by logging into your Northern Speech account and then clicking the My Online Courses tab on your profile screen. Click the course you would like to start or to resume. From there, proceed through the course sections until you are ready to complete the post test. You do not have to complete your course all at once. You may log on and off as you wish.
Each online course concludes with a post test consisting of multiple choice or true & false questions. Scores of 80% or greater are required for successful course completion and awarding of CEUs. You may revisit course materials and retest as needed to achieve a passing score.
Number of CEUs offered:
We offer courses from 1 to 21 contact hours. Each course will note the number of CEUs offered. Please note that 0.1 CEU = 1 contact hour = 1 CEE.
State licensing boards and online CEUs:
NSS is an ASHA CE Provider and most state licensing boards DO accept ASHA CEUs earned online (usually classified as home-study credits). Some boards do, however, place a limit to the number of CEUs 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 CEU limits related to home-study courses prior to enrolling in an online course.
Our course formats include: text, audio, video, and PowerPoint with author narration. Each course will note the format on the course description page. Most courses include closed captioning.
Most of our online courses provide a link to download the accompanying handout as a PDF file.
Groups of 3 or more are eligible for a 20% discount on each registration on most of our online courses. To receive this discount, registrations need to be processed together via the "Group Rates" tab on the Online Course of your choice.
For our online courses to function best, we recommend that you update your computer to include the newest version of your Internet browser (Safari, Chrome, Firefox, Edge, Internet Explorer, etc.) and newest version of your computer's operating system. Also a high-speed Internet connection is recommended (cable or DSL). Speakers or headphones will be required for many of our courses as many contain audio components.
Course Cancellation Policy:
A purchased online course can be exchanged, refunded, or transferred to another individual if contact is made with NSS (via phone or email) within 30 days of purchase and the course materials have not been viewed or downloaded.
Please click here for any special needs requests, and we will do our best to accommodate them.
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“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. (Feb. 2021)
“I enjoyed the videos demonstrating the therapy in action.” – B.D. (Jan. 2021)
“The therapy examples were amazing!!! Great to see it all in action.” – T.S. (Dec. 2020)
“This is a new way to address the /r/ sound and pair it with reading.” – E.B. (Oct. 2020)
“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. (Aug. 2020)
“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. (Jul. 2020)
“Actually seeing her work with students to develop the treatment plan and outline was AMAZING. The best PD I've ever received because I got to see her actually doing it!”– S.S. (Jun. 2020)
"I appreciated viewing r therapy in a new way and that I learned something new." – L.M. (May 2020)
"I enjoyed learning about Up, Down, and Slide sounds. It gives me another tool in my 'R Tool Box.' I liked The Worst Worm in the World passage - I will use it in therapy today!" – J.S. (Apr. 2020)
"Before taking this course I did not feel very confident in my ability to work with students to develop their abilities to articulate /r/. Now after completing this training I feel like I have the tools I need to teach students what they need to know in order to successfully master the /r/ sound. I loved the video clips of the students learning to use these techniques." – C.H. (Mar. 2020)
"I found the videos to be very helpful to help carry out different procedures. The entire course was beneficial!" – A.M. (Jan. 2020)
"Seeing real therapy sessions and the progression of progress made by the students was most beneficial. I liked the instruction and practice time given at the beginning of the video." – J.H. (Jan. 2020)
"I found the practice words with explanations very helpful as well as the videos watching the program in action from the beginning. I can use this program immediately with my students." – K..W. (Dec. 2019)
"I loved the videos of the therapy sessions. This helped see the program's use in action. I also like all the practical suggestions for therapy techniques and activities." – M.M. (Dec. 2019)
"The new approach for teaching the production of R is very informative and appears to be an effective technique. The video clips were very helpful. I really liked seeing the progress from the beginning stages of the program to the ending stages of the program." – T.C. (Nov. 2019)
"I had never heard of this method before, and I'm excited to try it! I liked the bran new information that's actually applicable in practice!!" – K.P. (Oct. 2019)
"Learning the different tongue positions and names for the placement of the tongue for 'r' and using thumb exercises for increasing awareness and for placment support/cues was most helpful. Great videos to demonstrate the program. I also enjoyed all of the practice activities to help gain understanding of the sound placement - up, down, slide, combination. I think it was a great course." – S.L. (Sept. 2019)
"I found the case examples and practice examples quite informative. Seeing the program in action with real students who demonstrated challenges with all forms of /r/ was informative, and it was wonderful to see them build their skills with /r/. I loved how the program was used in conjunction with language and literacy tasks." – J.D. (Aug. 2019)
"It was all good. I enjoyed learning this new approach for teaching the /r/ sound. This course was very interesting, well introduced, and simple to understand. My students will enjoy learning this method." – G.G. (July 2019)
"I liked that I can apply the course info right away to my daily practice. Specifically, the discussions on categorizing the sounds as ups, downs, and slides and use of thumb pressure for lingual placement." – L.L. (June 2019)
"I loved the therapy videos with the three different boys at three different stages (and all different personalities)! I had never thought of how many different ways the vowelized r sounds could be spoken. I have always taught it together; now I will change my plan." – C.D. (May 2019)
"I enjoyed learning about the use of the procedure within a linguistic context. I liked learning about how to apply the principles to language tasks." – E.V. (Apr. 2019)
"This was one of the best continuing courses I ever took. I finished the course with methods to implement and teach my students about teaching production of the /r/ sound." – C.R. (March 2019)
"All of it was beneficial! I now have a new way to work on the dreaded /r/!" – T.A. (Feb. 2019)
"I really enjoyed learning how to give SPECIFIC feedback so that my clients will be able to analyze, discriminate, and self-correct their productions of /r/. I liked watching the therapy videos, and I loved learning more about motor planning for the /r/ sound." – J.N. (Feb. 2019)
"I am very excited to begin this program with my articulation students. I believe it will be beneficial and will help clarify motor planning to students. The examples were wonderful and helped to solidify this topic. I had hoped the actual movement of the tongue for R would have been covered in more detail." – E.S. (Jan. 2019)
"I can always use any new tricks/tips for teaching the R sound. Simplifying it to one movement is helpful!" – A.M. (Dec. 2018)
"Love the program. I liked the concrete methods from moving from skill levels and the motor planning aspect." – M.K. (Nov. 2018)
"I liked how she tied everything into language in the end. It makes it very functional for the classroom. I can easily implement this into my therapy, and I already have several kids in mind!" – J.K. (Nov. 2018)
"I always have a difficult time describing proper placement for /r/. The way this program breaks up teaching /r/ by placement according to the sound that proceeds the /r/ makes it much easier to "put into words" for my students. I liked that each explanation of a step was followed by a video of it being used in practice." – A.C. (Oct. 2018)
"I loved the way the r sound was categorized into three groups. I feel the approach is clear cut and easy to explain to students struggling with the motor planning of this sound. I liked the videos of the actual students and their progress over time." – D.W. (Sept. 2018)
"I enjoyed the entire course but particularly enjoyed seeing Jacob, Cameron and Hunter's success. They were wonderful to watch! I also appreciated the 'practice' of analysis for the Up, Down and Slides and combo-words. I also appreciated the addition and linkage to incorporating literature into the sessions. Everyone benefits from language exposure." – J.S. (Aug. 2018)
"The thumb exercises to isolate the muscles that are involved in making the /r/ sound was very beneficial. It seemed like it could help patients who don't understand "tongue up in back" to feel what it's supposed to feel like." – K.C. (July 2018)
"I appreciated that this course is about the /r/ production. Hopefully, this new approach will help those students who've been in speech therapy for years for /r/. The video demonstrations were helpful. The written demonstrations were very detailed and easy to understand." – S.L. (June 2018)
"I liked the ideas behind this method and that it makes students have more ownership over their achievements. This was a great course!" – M.S. (May 2018)
"This program is phenomenal. I have been an SLP for 20 years, and I do many of the things that the program promotes. However, I am really impressed with the way it is organized and presented. It brings together many strategies that I am already using and adds to those strategies. One of the best courses that I have taken as far as organization, demonstrating therapy sessions, and providing opportunities to practice strategies. It was wonderful!" – E.C. (Apr. 2018)
"All of the information is very beneficial for my daily practice including the initial elicitation of a correct /r/, various movement patterns to achieve the /r/ based on co-articulation, and also the progression of therapy from word analysis to language-based activities that will be very constructive for both speech and language goals. I loved all the videos demonstrating children in various stages of remediation." – J.S. (Apr. 2018)
"Using the R Made Simple approach gives exact concrete instructions for articulation. It also helps in aiding where to be and proceed with improvement. I really enjoyed the visuals, videos and the information overall." – J.G. (Apr. 2018)
"I have many students on my caseload that have difficulty with /r/. I have a difficult time explaining how to correct the sound. I like how this program focuses on analyzing the sounds that are prior to the /r/. I liked how they were referred to as up, down and slides. This is a technique I am looking forward to implementing in my sessions. I enjoyed this course, and the information was extremely valuable." – P.D. (Mar. 2018)
"I absolutely loved the language activities that can be used with this program. It is perfect for mixed groups. I loved that course used videos of actual therapy sessions." – J.D. (Feb. 2018)
"I loved the examples and practical and specific therapy suggestions. I liked that it was clear and gave the opportunity to practice this new method within the course." – M.M. (Jan. 2018)
"I am excited to try the matching and thumb exercises with my students. The videos were extremely helpful. I loved how the same students were shown throughout the course. It was remarkable to see their progress." – H.J. (Dec. 2017)
"The presenter was very detailed in her descriptions of the 3 different categories. I will be able to use this method with many of the students on my caseload. I thought the course was planned out perfectly. She explained how to move from word to phrase to sentence level and even incorporate language skills." – A.M. (Dec. 2017)
"The program was laid out beautifully with concrete examples and video footage to supplement the concepts taught. Each step was very clear and laid out in a way that was easy to understand. /r/ remediation is an area where I constantly feel like I'm failing my students, and now I feel like I have some new tricks that can help." – S.F. (Nov. 2017)
"Great presentation with lots of ideas beyond articulation that would be beneficial since by the end of the year, I end up with a mix of articulation and language students in one group." – K.H. (Oct. 2017)
"This is truly a "simple" way to teach R! I am so excited to implement this program! I especially loved the videos of Hunter. They demonstrated how an older child can be so motivated once they figure out that this is an all new approach! He went from argumentative to motivated!" – C.T. (Oct. 2017)
"I liked how spelling was not the focus, and rather listening to the sounds since spelling is difficult for many of my speech students. I also liked how they incorporated language into this model so that it can be used with a mixture of language and articulation goals and students." – M.P. (Aug. 2017)
"The video footage and step by step demonstration of how to introduce and elicit sound productions were extremely beneficial. I thought the videos were very helpful. However, I expected goal writing and measurement to be covered." – A.M. (July 2017)
"I expected this course to go over how to teach the /r/ sound, as I have many students who are working at that level and have difficulty finding the correct placement for a clear /r/ in isolation. This video showed mostly students who were already proficient with the /r/ sound and were ready for carryover into conversation and reading." – A.N. (May 2017)
"I enjoyed the videos showing actual therapy sessions with individuals and group as well as the practice opportunities with words to decide if they are up, down, or slide." – C.S. (April 2017)
"I really appreciated the discussion on analyzing the sound before the R and executing the proper motor movement. I liked the specific step-by-step demonstration of the program. Also, the videos of the therapy sessions and the end results of the two boys were excellent!" – C.D. (Mar. 2017)
"I found that thinking about the /r/ sounds as ups, downs, and slides will be most beneficial. The students will have a better understanding of their tongue movements and placements. I enjoyed all the practice to apply these new skills." – A.L. (Mar. 2017)
"The use of the thumb exercise to strengthen the muscles of the tongue for correct "R" articulation was most helpful. I liked seeing the fantastic progress of her students Jacob, Cameron and Hunter as well as the enthusiasm they showed and the desire to improve." – K.B. (Mar. 2017)
"The notion of sound analysis is especially meaningful for me because I work with older students who have the motivation and metacognitive skills necessary for sound analysis. The sample videos from real-life therapy sessions were especially helpful." – L.B. (Feb. 2017)
"The description of whether each sound was up/down/slide and how to explain the concept to students was the most beneficial part. I liked the sample videos of implementing the therapy so I could see how it should be done." – J.V. (Feb. 2017)
"It was a great e-course! I really appreciated the use of children's storybooks during therapy sessions." – L.F. (Feb. 2017)
"It was very helpful. I loved the videos demonstrating typical therapy sessions. I liked the different ways to teach about tongue placement." – P.F. (Feb. 2017)
"I liked the videos and the ideas of ways to bring in language. I also liked making the student's work personal. This course was everything I was hoping for and then some!!" – D.C. (Feb. 2017)
"I really appreciate that this a completely different approach to working on /r/ by analyzing the sound before the /r/ and how to transition from that sound to the /r/. I liked that the concepts were explained very thoroughly." – L.B. (Jan. 2017)
"The discussion on the placement of the thumb to push up the tongue was most beneficial. I liked how this carry over articulation skills into language therapy." – D.F. (Jan. 2017)
"Lots of great practical strategies that I can implement right away!" – A.B. (Dec. 2016)
"I liked how much gets accomplished in just the process of analyzing the words while still making it fun." – M.S. (Dec. 2016)
"Loved the videos and practice words. The language component is also very helpful since I often have mixed groups." – S.M. (Dec. 2016)
"Everything was beneficial! I will definitely use the principles set out to remediate the /r/ sound." – D.H. (Dec. 2016)
"After 10 years of practice as a school based speech therapist, I plan to change my entire approach to /r/ remediation based on this presentation. This was the best course I have ever taken." – A.B. (Nov. 2016)
"This new approach to /r/ therapy will be very beneficial to try with many of my students who continue to struggle with the production of the /r/ phoneme. The clear explanation and video modeling were nice components of this e-course." – A.Z. (Nov. 2016)
"Excellent course. Gave practical therapy techniques to use tomorrow!" – C.W. (Oct. 2016)
"I liked the very clear explanations and lots of examples so learning the concepts and how to implement was straightforward. I felt the link between theory and practice was solid. I thought there would be more regarding strategies to address lip rounding, though." – S.N. (Oct. 2016)
"I found the simplicity of 3 categories (up, down, slide) to help students was really beneficial. I liked the video demonstrations and practice activities." – B.M. (Sept. 2016)
"This method was innovative and very helpful! I needed something that would help students not only master, but generalize /r/ in various contexts! I'm excited I've found it!" – K.D. (Aug. 2016)
"The videos showing how to introduce this program to students were most beneficial. I liked the therapy ideas that were included." – R.R. (Aug. 2016)
"I liked the many real life cases that were shown and the numerous ideas for therapy sessions. The implementation of the program in the therapy sessions (real examples) was incredibly useful." – M.M. (Aug. 2016)
"I liked the multiple examples and the videos demonstrating the technique." – D.K. (Aug. 2016)
"/r/ - We have so many students and the more approaches we can have in our toolboxes, the better! It was a great course!" – C.D. (Aug. 2016)
"This was a good course. I enjoyed the videos. I liked the specific /R/ sound implementation." – R.M. (Aug. 2016)
"I liked how the presentation split the alphabet into 3 categories: down, up, slides. I also liked the thumb exercises that were provided." – J.T. (Aug. 2016)
"I appreciated the letter recognition and how it impacts /r/ productions. I liked the language learning integration." – S.N. (Aug. 2016)
"I enjoyed splitting the sounds into up, down, and slides to help further categorize words based on tongue movements. Also enjoyed the tip of using thumb exercises. I liked integrating language and literacy into articulation therapy and the videos of the therapist implementing the program." – M.M. (Aug. 2016)
"Teaching the up, down, and slide movements for /r/ should benefit and help my students progress faster. I liked the video examples of actual therapy and the part where I learned to analyze the different r productions." – J.C. (Aug. 2016)
"This is an outstanding compilation of many useful techniques in a cohesive, well organized program. It involves what we do on a daily basis with children and provides a multimodality approach to give our clients more long term success with the /r/ sound. I would highly recommend this course. Nancy is an excellent instructor and has developed an outstanding program which should be part of every school speech pathologist's daily tool kit." – M.S. (July 2016)
"Great 'new' approach to working with /r/. I enjoyed that not all of the videos show perfect sessions - it demonstrated some challenges you might encounter and how to tackle them. Wonderful information!" – S.M.S. (July 2016)