I am often asked the question of what to do when you have a student who had a phonological disorder and the only sound left is /r/. Do you dismiss or continue intervention to work on /r/?
As I posted earlier if a student substitutes w/r as in wed for red that is considered to be gliding which is age appropriate until age five. After that, it is considered to be a disorder or needs to be addressed in intervention. Most students can work on auditory discrimination and visual cues such as lip retraction vs. lip rounding with the use of a mirror.
Vocalic /r/, on the other hand is usually acquired around age seven. if the student who has a phonological disorder is only misproducing vocalic /r/, and not gliding initial /r/ words or proevocalic /r/, then I would consider dismissal with a rescreen at age 7 to see if /r/ has acquired without intervention.
As mentioned in a previous blog post, research has shown that the speech-language intervention initiated at a younger age necessitates fewer treatment units than if initiated in later years the less time is required to master speech and language goals. (Jacoby, et al, 2002).
You can use the Entire World of R Advanced Screening to determine the type of /r/ misproduction that the student has. If the student has any correct productions, initial /r/ blends, vocalic /r/ or prevocalic or initial /r/ you can target the particular sound in intervention.