Presented is the final report of a 5 year project to identify effective teaching strategies of 57 speech clinicians who worked with 1108 elementary grade children, originially with articulatory disorders, but who achieved correct articulation performance in spontaneous speech. Explained is a methodology to determine speech clinician and child characteristics, as well as interaction behaviors associated with articulation learning. Results are reported in terms of child characteristics (such as four basic learning curves were observed), clinician characteristics (such as experience, rapport), lesson plans (such as frequent use of standard drill), and the results of a tone keyboard system of recording behavior events in therapy. (BB)