Earn 1 Hour of Continued Education

How to Finally Eliminate the Lateral Lisp in Speech Therapy

This episode course focuses on how to properly assess the speech mechanism for underlying structural/functional deficits that could impede progress in therapy and provide practical strategies to help SLPs elicit non-lateralized target phonemes using phonetic shaping and cognitive reframing. Considerations for target selection and strategies to promote generalization will also be addressed. Earn 1 clock hour of continuing education credit (Introductory Level, Professional Area).
Write your awesome label here.

Apple Podcast


Google Play

Play Now  


Listen, take a quiz, and earn a certificate of completion! 
Listen to this podcast episode course on your favorite podcast listing platform (Spotify, Apple Music, etc.). 
This program has been approved for 1 clock hour of continuing education credit by the Texas Speech-Language-Hearing Association (TSHA). TSHA approval does not imply endorsement of course content, specific products, or clinical procedures. TSHA continuing education (CE) hours can be used toward renewal of your Texas SLP license (and most other states too) and for professional development hour(s) for the maintenance of your ASHA Certificate of Clinical Competence (CCC). Simply save your certificate of completion, these CE courses are not ASHA CEUs and will not be sent to the optional ASHA CEU registry. CLICK HERE to learn more about ASHA CUEs vs PDHs.

  Learner Objectives:

As a result of this presentation the participant will be able to:

1. Describe how phonetic shaping is used to elicit non lateral speech sounds.

2. Describe how cognitive reframing can make it easier to produce correct production of target phonemes.
3. Describe how complexity theory can be used for target selection to simplify speech therapy intervention.


5 min: Introduction, bio, disclosures, learner objectives
10 min: structural/ functional deficits of lateralized sounds
15 min: phonetic shaping
15 min: cognitive reframing
15min: complexity theory
5 min: Summary, closing points


The contents of this episode are not meant to replace clinical advice. Pep Talk Podcast, its host, and guests do not represent or endorse specific products or procedures mentioned during episodes unless otherwise stated. TSHA approval does not imply endorsement of course content, specific products, or clinical procedures.


Michelle Andrews M.S., CCC-SLP

Founder and Managing Director of Pep Talk LLC
Michelle has been a speech-language pathologist since 2014. She has worked in the schools, private clinics, and home health. She started creating speech therapy materials for SLPs years ago and founded Pep Talk LLC. She discovered her passion for education and developed this continuing education podcast for SLPs everywhere. She desires to help SLPs feel confident and to produce the best treatment by increasing knowledge and skills.

Amy Graham M.S., CCC-SLP

Guest Speaker
Amy is a speech language pathologist and owner of Graham Speech Therapy, a private practice in Colorado Springs that specializes in pediatric speech sound disorders. She received both her bachelors and masters degrees in Communicative Disorders from California State University, Fullerton and has been an SLP for over 20 years. Amy is the creator of the Graham Speech Therapy Oral-Facial Exam and the Bjorem Speech Sound Cues Decks for Lateralization and Phonology Targets for Cycles, has been a guest on numerous SLP podcasts, and is listed on the Apraxia Kids Directory of SLPs with expertise in Apraxia. She has a particular interest in supporting and equipping SLPs to help them provide evidence-based treatment by posting frequent therapy videos and practical therapy tips on social media.


Michelle Andrews’ financial disclosers: She has a Teachers pay Teachers, Boom Learning, and Teach with Medley store under Pep Talk LLC. She is also the founder and manager of the Pep Talk Podcast. 
Michelle Andrews’ non-financial disclosures: Speech Arcade is an in-kind sponsor for this podcast.
Amy’s financial disclosures: Amy is owner of Graham Speech therapy and the creator of the Graham Speech Therapy Oral-Facial Exam and the Bjorem Speech Sound Cues Decks for Lateralization and Phonology Targets for Cycles.   
Amy’s non-financial disclosures: no non-financial disclosures. 

References & Resources

Bernthal, J., Bankson, N., & Flipsen, P. (2013). Determining the need for intervention and target
selection. In J. Bernthal, N. Bankson, & P. Flipsen (Eds.), Articulation and phonological
disorders (7th ed., pp. 212–241). Pearson.
Bjorem Speech Publications. “Bjorem Speech Sound Cues Lateralization Deck.” Kansas City,
KS. 2019.
Bowen, C. (2015). Children's Speech Sound Disorders (2nd ed.). Oxford, Wiley-Blackwell.
ISBN: 978-1-118-63402-8.
Crowe, K., & McLeod, S. (2020). Children's English Consonant Acquisition in the United States:
A Review. American Journal of Speech–Language Pathology.
Gierut, J. A. (2001). Complexity in phonological treatment: Clinical factors. Language, Speech,
and Hearing Services in Schools, 32, 229–241.
Grunwell, P. (1989). Developmental phonological disorders and normal speech development: A
review and illustration. Child Language Teaching and Therapy, 5, 304-319.
Hitos, S. F., Arakaki, R., Sole, D., & Weckx, L. M. (2013). Oral breathing and speech disorders
in children. Jornal dePediatria, 89(4), 361-365.
Kummer AW., Ankyloglossia: To Clip or Not to Clip? That’s the Question. The ASHA Leader.
2005; December 27.
Maas, E., Robin, D., Hula, S., Freedman, S., Wulf, G., Ballad, K., & Schmidt, R. (2008).
Principles of motor learning in treatment of motor speech disorders. American Journal of
Speech-Language Pathology, 17(3), 277–298.
McGlone, R. E., & Proffit, W. R. (1973). Patterns of tongue contact in normal and lisping
speakers. Journal of Speech and Hearing Research, 16(3), 456-473.
McLeod S, Harrison LJ, McAllister L, McCormack J. Speech sound disorders in a community
study of preschool children. Am J Speech Lang Pathol. 2013 Aug;22(3):503-22. doi:
10.1044/1058-0360(2012/11-0123). Epub 2013 Jun 28. PMID: 23813192.
McLeod, S., & Baker, E., (2017). Children’s Speech: An evidence based approach to
assessment and intervention. Boston: Pearson
Overby, M. S., Mazeika, S., DiFazio, M., Ioli, J., Birch, K., & Devorace, L. (2022). Clinicians’
perspectives of treatment for lateralization errors: A quantitative and qualitative study.
Language, Speech, and Hearing in Schools. https://doi.org/10.1044/2022_LSHSS-21-00109
Preston JL, Leece MC, Storto J. Tutorial: Speech Motor Chaining Treatment for School-Age
Children With Speech Sound Disorders. Lang Speech Hear Serv Sch. 2019 Jul
12;50(3):343-355. doi: 10.1044/2018_LSHSS-18-0081. Epub 2019 May 3. PMID: 31051085;
PMCID: PMC6802861.
Rvachew, S. (2005). Stimulability and treatment success. Topics in Language Disorders, 25(3),
Smit, A. B., Hand, L., Freilinger, J. J., Bernthal, J. E., & Bird, A. (1990). The Iowa articulation
norms project and its Nebraska replication. Journal of Speech and Hearing Disorders, 55(4),
779-798. https://doi.org/10.1044/jshd.5504.779
Usdan, V. L. (1978). Utilization of the “straw technique” for correction of the lateral lisp.
Language, Speech, and Hearing Services in Schools, 9(1), 5-7.
Wadsworth, S. D., Maul, C. A., & Stevens, E. J. (1998). The prevalence of orofacial
myofunctional disorders among children identified with speech and language disorders in
grades kindergarten through six. International Journal of Orofacial Myology, 24, 1-19.
Wren, Y., Miller, L. L., Peters, T. J., Emond, A., & Roulstone, S. (2016). Prevalence and
predictors of persistent speech sound disorder at eight years old: Findings from a population
cohort study. Journal of Speech, Language, and Hearing Research, 59, 647–673.
Yoder, P., Fey, M.E., & Warren, S.F. (2012) Studying the impact of intensity is important but
complicated. Int J Speech Lang Pathol., 14(5): 410–413. doi:10.3109/17549507.2012.685890.

Download Transcript

I will definitely be using this information starting tomorrow in therapy sessions. There is more to learn, but it definitely opened my eyes to why certain kids I have or have had were not progressing like their other peers.
— Hailey P.
I love this podcast! What a fun way to earn continuing education. I have learned new skills that I will be using going forward.
— Emily W.
I have been listening to this podcast on my way to work and so far I have earned 3 CEU hours! I will be back for more!
— Hannah E.
Created with