SpeechPathology.com Phone: 800-242-5183


Presence - Apply Now - September 2022

Tongue Position for /s/ with Open Bite

Dee Lance, Ph.D,CCC-SLP

August 7, 2006

Share:

Question

How do you teach proper tongue placement to a child with an anterior open bite for the /s/ sound who has a frontal lisp? Secondly, Does a tongue thrust swallow always coexist with an interdental lisp?

Answer

There are two positions we can use to produce and /s/. One is the more traditionally taught "tongue tip on the alveolar ridge." The other is with the tongue tip positioned behind the lower teeth. The latter position is the position I would try if working with a child with an open-bite. It is also the position I use when teaching /s/ to a child who is severely tongue tied. For this technique the tongue tip is behind the bottom teeth and the tongue blade makes contact with the alveolar ridge. Additionally, central airflow is fairly easy to maintain. Although it may not feel quite as natural if you are a "tongue tip on the alveolar ridge" producer of /s/, but you can achieve a quality /s/ using the lower position.

For the second question the answer is, "no." I think it is important for us to remember that speech is a secondary function of the oral mechanism. Consequently there can some degree of variability in its structure and function before it affects speech production. Although in my practice I have seen children with co-occurring frontal lisps and tongue thrusts, I have also seen both of those disorders occur independently.


Dee Lance is an Associate Professor at the University of Central Arkansas where she teaches classes in articulation development/disorders and child language disorders. She has worked as a speech-language pathologist with pre-school and school-age children for the past 18 years.


Dee Lance, Ph.D,CCC-SLP


Related Courses

Treatment Approach Considerations for School-Aged Children with Speech Sound Disorders
Presented by Kathryn Cabbage, PhD, CCC-SLP
Video

Presenter

Kathryn Cabbage, PhD, CCC-SLP
Course: #9472Level: Intermediate1 Hour
  'The speaker was very knowledgeable and engaging'   Read Reviews
This course will address the theoretical underpinnings and research base related to differential diagnosis and treatment of articulation and phonological deficits in children with speech sound disorders. Special considerations for how to tailor evaluation and intervention to meet the needs of school-age children will be discussed.

Back to Basics: Down Syndrome
Presented by Theresa Bartolotta, PhD, CCC-SLP
Video

Presenter

Theresa Bartolotta, PhD, CCC-SLP
Course: #8975Level: Introductory1 Hour
  'Loved learning more about Down syndrome'   Read Reviews
This course will serve as a primer on Down syndrome for practicing speech-language pathologists. The basics of the syndrome and common speech, language, voice and fluency issues will be addressed. Effective treatment strategies for improving communication across the lifespan will also be discussed.

20Q: Dynamics of School-Based Speech and Language Therapy Variables
Presented by Kelly Farquharson, PhD, CCC-SLP, Anne Reed, MS, CCC-SLP
Text

Presenters

Kelly Farquharson, PhD, CCC-SLPAnne Reed, MS, CCC-SLP
Course: #10002Level: Advanced1 Hour
  'Provided some up-to-date information on recent studies'   Read Reviews
This course reviews dynamics of speech and language therapy variables such as session frequency, intervention intensity, and dosage, and how these are impacted by different service delivery models. It discusses how therapy outcomes are related to therapy quality, IEP goals, and SLP-level variables such as job satisfaction and caseload size.

Sleuthing for /s/ and /r/: Facilitating Strategies for Residual Sound Errors
Presented by Lynn Berk, MA, CCC-SLP
Video

Presenter

Lynn Berk, MA, CCC-SLP
Course: #9237Level: Introductory2 Hours
  'Relating /s/ and /r/ and oral myofunctional therapy'   Read Reviews
This course will discuss the rationale and strategies for teaching production of /s/ and /r/ for upper elementary school-age children and older. Errors on these two sounds are considered residual when production continues to be inaccurate beyond the developmental age of acquisition.

20Q: A Continuum Approach for Sorting Out Processing Disorders
Presented by Gail J. Richard, PhD, CCC-SLP
Text

Presenter

Gail J. Richard, PhD, CCC-SLP
Course: #10008Level: Intermediate1 Hour
  'Helpful basic information about auditory processing to provide a foundation for understanding more in-depth CEUs'   Read Reviews
There is a good deal of confusion among audiologists and speech-language pathologists when a diagnosis of “processing disorder” is introduced. This course presents a continuum model to differentiate processing disorders into acoustic, phonemic, or linguistic aspects so that assessment and treatment can become more focused and effective. The roles of audiologists and SLPs in relation to processing disorders are described, and compensatory strategies for differing aspects of processing are presented.

Our site uses cookies to improve your experience. By using our site, you agree to our Privacy Policy.