Purpose This tutorial summarizes current best practices in treating American English /r/ distortions in children with residual speech errors. Method To enhance the effectiveness of clinicians' cueing and feedback, the phonetics of /r/ production is reviewed. Principles of acquisition, which can inform how to practice /r/ in the early stages of therapy, are explained. Elements of therapy that lack scientific support are also mentioned. Results Although there is significant variability in /r/ production, the common articulatory requirements include an oral constriction, a pharyngeal constriction, tongue body lowering, lateral bracing, and slight lip rounding. Examples of phonetic cues and shaping strategies are provided to help clinicians elicit these movements to evoke correct /r/ productions. Principles of acquisition (e.g., blocked practice, frequent knowledge of performance feedback) are reviewed to help clinicians structure the earliest stages of treatment to establish /r/. Examples of approaches that currently lack scientific support include nonspeech oral motor exercises, tactile cues along the mylohyoid muscle, and heterogeneous groupings in group therapy. Conclusion Treatment strategies informed by phonetic science and motor learning theory can be implemented by all clinicians to enhance acquisition of /r/ for children with residual errors. Supplemental Material https://doi.org/10.23641/asha.12771329.

中文翻译：

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教程：针对 /r/ 畸形的基于运动的治疗策略。

目的 本教程总结了当前治疗有残留语音错误的儿童的美式英语 /r/ 失真的最佳实践。方法 为了提高临床医生提示和反馈的有效性，回顾了/r/产生的语音学。解释了习得的原则，它可以告知如何在治疗的早期阶段练习 /r/。还提到了缺乏科学支持的治疗要素。结果 尽管 /r/ 的产生存在显着差异，但常见的发音要求包括口腔收缩、咽部收缩、舌体降低、侧向支撑和轻微的唇变圆。提供了语音提示和塑造策略的示例，以帮助临床医生引出这些动作以唤起正确的 /r/ 作品。习得原则（例如，阻塞练习，绩效反馈的频繁知识）进行审查，以帮助临床医生构建治疗的最早阶段，以建立 /r/。目前缺乏科学支持的方法的例子包括非言语口腔运动锻炼、下颌舌骨肌的触觉提示以及团体治疗中的异质分组。结论 所有临床医生都可以实施以语音科学和运动学习理论为指导的治疗策略，以提高残差儿童的 /r/ 习得。补充材料 https://doi.org/10.23641/asha.12771329。和团体治疗中的异质分组。结论 所有临床医生都可以实施以语音科学和运动学习理论为指导的治疗策略，以提高残差儿童的 /r/ 习得。补充材料 https://doi.org/10.23641/asha.12771329。和团体治疗中的异质分组。结论 所有临床医生都可以实施以语音科学和运动学习理论为指导的治疗策略，以提高残差儿童的 /r/ 习得。补充材料 https://doi.org/10.23641/asha.12771329。