SpeechPathology.com Phone: 800-242-5183


EdTheory Build Your Career 2018

Using a Rake to Treat Tongue Thrust

Lesley Mangus, Ph.D

July 10, 2006

Share:

Question

I have a 9 year old child at school who is on his Second Rake for his tongue thrust. He demonstrates a resting position of the lower lip under his upper teeth (f) placement when he is at rest. Mom is concerned with his having these appliances in his mouth

Answer

Do they really still use Rakes for tongue thrust! Personally, I feel that children with tongue thrust have sneaky compensation techniques hence the need for a "second" rake. They just learn new ways to circumvent the appliance. The reverse swallowing patterns and some of the newer, yet un-researched oral motor techniques do yield favorable results. What it comes down to though is the child's motivation. At 9 years old, the child needs to start taking on more responsibility for the behavior. If he is only going to rely on an appliance, then he won't ever learn to develop the kinesthetic awareness of what needs to be done to 'fix' the pattern. Somehow the tactile, visual, and auditory cues of what he is doing and what he needs to be doing to correct the pattern needs to be taught. Awareness of when he is thrusting and when he shouldn't be thrusting needs to be incorporated into the treatment protocol. Without the child's motivation though, therapy will not be successful. Eventually, he will have to decide if he needs or wants to change the behavior. Good luck.

Lesley Magnus received her Bachelor of Science in Education from Minot State University in 1985. She completed her Master of Science in Speech-Language Pathology from Minot State University in 1986. After 15 years of clinical work in Pediatric SLP, Dr. Magnus returned to Wichita State University to complete her Doctor of Philosophy in Communication Disorders and Sciences in 2000. Her doctoral dissertation focused on phonological aspects of children born with Clefting anomalies. Magnus is a certified SLP in both Canada and the USA. In addition, she is past president of the Saskatchewan Association of Speech Language Pathologists and Audiologists. Magnus' professional interests and work lie in the areas of phonology, clefting, and language disorders in children.


lesley mangus

Lesley Mangus, Ph.D


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
  'I liked that she shared videos as well as specific circumstances for specific articulation treatment approaches'   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.

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
  'Great information'   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
  'It gave me some good things to think about when doing articulation 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.

/R/: What You Want to Know RIGHT NOW
Presented by Angie Neal, MS, CCC-SLP
Video

Presenter

Angie Neal, MS, CCC-SLP
Course: #10018Level: Introductory0.5 Hours
  'Everything was kept to the point and provided thorough information'   Read Reviews
This 30-minute Fast Class describes the most important method for eliciting /r/, discusses the fastest way to generalize /r/ and achieve automaticity, and explores several troubleshooting strategies. While there is much more to know about /r/, this is the “quick and dirty" version to achieve success.

/r/ Therapy - Part 1
Presented by Angie Neal, MS, CCC-SLP
Video

Presenter

Angie Neal, MS, CCC-SLP
Course: #9523Level: Introductory1.5 Hours
  'great research relating speech sound errors as predictive measures for literacy'   Read Reviews
This is Part 1 of a two-part series that will provide SLPs with a solid understanding of why /r/ is a complex phoneme to master, and how to achieve successful remediation. This session will discuss anatomical contributions to /r/’s complexity, its impact on academic performance, and factors that affect therapy outcomes. Differences between non-speech oromotor exercises (NSOME) and skill training for /r/ therapy will also be discussed.

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