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Allison Fors, Inc.

Speech Therapy Tools for SLPs and Educators

How to Use Short Videos in Speech Therapy (+ videos!)

short videos in speech therapy

Using videos in speech therapy is an engaging way to target many important skills, including inferences, emotions, cause/effect, retelling, summarizing, predictions, sequencing, and more for all ages!

I have a Pinterest board dedicated to short videos that I pull up in sessions. This works for both in-person or teletherapy!

Feel free to follow and bookmark it to work on the skills listed below!

INFERENCES
Short videos are a great way to work on inferences in many contexts! Making inferences from videos is easier (and tend to be more engaging and fun) than from text. 

PREDICTIONS
Pause the video and make predictions about what will happen next or at the end of the video.

EMOTIONS
Wordless videos are especially great for identifying and discussing emotions. Pause the video at appropriate times and discuss what can be learned from the body language and facial expressions exhibited. After the emotion is identified, discuss: Why are they feeling this way? What events lead to this emotion? If it is a negative emotion…What can they do to feel better? Can someone in the video do something to help?

CAUSE/EFFECT
Use the video to discuss what caused an event to occur or the effect of an action. What would happen next if…? Why did that happen? Cause/effect is an important skill for cognitive organization and helps students find a connection between two separate events.

WH QUESTIONS
Videos are a fun way to work on receptive language (comprehending language). Use them to test understanding by asking WH questions (who, what, when, where, why, how).

 SEQUENCING
After watching the video, have the child sequence the events. If helpful, use visuals such as “first” “next” “last” or have the child draw pictures.

RETELLING
Test the comprehension of what the child watched by having them retell what happened in the video. This is a great option if you have a child who won’t attend for a book, but you’d like to test their comprehension and think their attention may be affecting their ability to answer questions, sequence, or retell the text.

Depending on the video, many other things can be addressed, such as figurative language, social skills, empathy, and problem-solving.

Have you ever used short videos in therapy? What other skills would you target?

You may also like:
How to Use Picture Scenes in Speech Therapy (+ scenes)
How to Use Blank Comics in Speech Therapy (+ comics)

 

 

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videos in speech therapy

Related Posts

  • How to Use Blank Comics in Speech Therapy (+ blank comics!)
  • How to Use Picture Scenes in Speech Therapy (+ free scenes!)
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May 25, 2017 allisonfors Leave a Comment Filed Under: Pinterest Boards, Therapy Ideas

5 Insightful TED Talks by People with a Communication Disorder
Why you should be Using Interactive Books in Speech Therapy (+ a freebie)

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Hi, I'm Allison! A speech & language resource author who loves the creative process of making therapy materials and clipart, as well as connecting with educators world wide. Learn more about me here! Read More…

Echolalia is actually a positive prognostic indica Echolalia is actually a positive prognostic indicator for autistic children! We don’t treat it this way most of the time even though it’s a communicative function for the individual. Instead of ignoring or trying to get a child to stop, we should try to shape the content into meaningful communication by teaching the meaning of the words or modeling appropriate language.
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Echolalia is a repetition of another person’s spoken words. This often presents in a child quoting favorite movies or repeating a question directed towards them.
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(Prizant 1987)
Resurfacing this for Better Hearing and Speech Mon Resurfacing this for Better Hearing and Speech Month 👄🗣🧠👂🏼 

What are you!? Tag a friend!👇
Common Diacritics for Cleft Affected Speech 👇👇👇

Nasal emission: The audible release of bursts of air through the nose during speech while producing a consonant that requires a buildup of air pressure.

Nasal turbulence: The escape of air through the nasal cavity, but it is perceived as turbulent, a snort or nasal rustle.

Dentalized: When the tip of the tongue is pushed against the back of the upper teeth.

Hypernasailty: A condition when air flows through the nasal passage during voiced consonants and vowels causing too much nasal resonance. It may or may not be audible.

Hyponasality: A condition when there is not enough nasal resonance on nasal sounds due to a blockage in the nasopharynx or nasal cavity.

Fronted: When a sound produced in the back of the mouth is replaced with a sound made in the front of the mouth.

Backed: When a sound produced in the front of the mouth is replaced with a sound made in the back of the mouth.

Save this post to reference later!
SPEECH VS LANGUAGE. BHSM seems like a good time to SPEECH VS LANGUAGE. BHSM seems like a good time to share this again. 

Oh how many times I’ve explained these two terms! Do you find yourself breaking down the difference between speech and language?

This graphic is in the Free SLP Handouts download. 🔗 allisonfors.com/speech-therapy-handouts/
May is Better Hearing and Speech Month! Now if onl May is Better Hearing and Speech Month! Now if only there was an easy way to explain alllll the aspects of speech-language pathology! 👄🦻🏻
Want to know what the most horrific/best thing I e Want to know what the most horrific/best thing I ever did in therapy was?
Video myself.
😳😳😳
I realized I wasn’t giving enough wait time for my students. Turns out what feels like eternity after you ask a question, is really half a second. 😂 It took a lot of retraining to be ok with the quiet and not try to fill every moment with a teaching opportunity. Try counting to 10 before you jump in!

Have you ever filmed yourself in therapy? What was your biggest takeaway? 
If you’ve never done it or it’s been awhile...do it!

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