Do you want to engage your students with motivating and fun activities in your speech-language therapy sessions? Try making a video! Cameras are everywhere, including smartphones, tablets and other portable devices. You can create videos that will address students' speaking voice, fluency, voice and language goals.
Guiding Methods for Those Who Want to Add Videos to Speech-Language Therapy Sessions:
Articulation:
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Write a game and play it! Make sure the dialogue is dense with words containing the sounds you are targeting for the student. Students will be happy to watch them!
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Students in the video should use the targeted sounds at the word and sentence level. Students can read or act out sections of action cards, stories, or textbooks. Review the video with the student and provide feedback on their production (e.g., “You placed your tongue behind your teeth (to create the sound) very well.”
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If you believe the student can do it on his own, let him do it! Let the student review his own video recording and comment on his own productions. Both the SLP and the student mark whether each production of the sound is correct or incorrect. The SLP can then compare the two data sets and discuss differences in the data with the student. Review the speech samples you recorded earlier with the student. It can be motivating to let students see and hear their progress over time.
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Help your student prepare a video to inform his classmates about stuttering. Topics include types of stuttering, myths about stuttering. or famous people who stutter.
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Create a video of your student speaking. Review the video with the student and discuss the types and frequency of stuttering.
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Create a work that your student will present in class. Presentation with student review together and discuss where the student could use specific strategies. This can also help boost the student's confidence before the actual presentation!
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Students can create a video to inform their classmates about the things to consider for good voice (vocal hygiene rules).
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Create a video that includes speech production (e.g. chatting with a classmate or telling a story). Review the video with the student and discuss whether the student uses his voice at the appropriate volume and timbre.
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Create videos to model good social skills (e.g., maintaining eye contact, joint attention, turn-taking ability). Students can also use speech-appropriate paralinguistic skills in the video, such as gestures; such as the intensity and intonation of the voice.
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If the student is struggling with a certain social situation, prepare a video in which he or she acts out this situation.
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Allow students to create their own stories (crime scene, character, problem, event, solution and closing). Let them prepare a video in which they act out the story they created. Review the video and discuss all elements of the story together.
Fluency:
Audio:
Language:
* Make sure you follow policies regarding capturing/using video of the student.
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