So, you may be wondering, "why would a speech-language pathologist want to integrate technology in therapy sessions?" There are so many reasons. If you are a school based speech-language pathologist, this provides you a great way to differentiate instruction by what you are teaching (content), how (process), and product (end result). You can assign one or two students to work at a technology station with headphones while you interact directly with others.
I have many students who are working on answering wh questions and I often have them practice using Webber Interactive "WH" Questions CD by Super Duper Publications. I love this CD because it provides a brief lesson for each type of question and then the child can practice answering the specific question set that he or she needs to work on. You can select an option to provide the child with a field of 2-4 choices and I usually select a field of 4 choices. Another awesome part is the CD tracks the child's accuracy. At the end of the session, I just print the data and put it in the child's file. I also frequently have students who are practicing listening comprehension at the story level use Auditory Memory for Quick Stories (Fiction)CD or Auditory Memory High-Interest Quick Stories (Non-Fiction) CD that also tracks students' data.
Another way to integrate technology into speech-language therapy sessions is to lead a whole group or individual session using a resource that directly addresses a specific learning target for your student or client. In the guide, you will find a list of interactive websites, iPad Apps, video clips, SMART Board lessons, and iBook lessons. You will also find a list of resources according to speech-language therapy work areas of need such as speech articulation, speech fluency, language, vocabulary, grammar, listening comprehension, auditory memory, pragmatic language, and phonological awareness. I have also included a list of helpful websites that have great printables and general information beneficial for SLPs.
For example, I frequently use the website jacobslessons.com with my K-2 students who need practice with prepositions and pronouns. I use do2learn.com with students who need to work on categorization (what doesn't belong) or synonyms and antonyms. My 3rd-5th grade students are pros at using henryanker.com to practice synonyms and antonyms. Although this website states that it has tests by grade level, I use them as therapy instructional activities.
As you know, there are tons of iPad Apps. It is important that the SLP carefully selects apps that will directly address the needs of each speech language student or client. You want them to have fun interacting with technology, but it needs to be meaningful and therapeutic as well. Therefore, the SLP will need to introduce the app as she would a usual speech language activity and then guide them through or modify the app as needed to work towards mastery of the skill being taught.
Many SLPs use iPads in therapy and it can also be a great tool to download and organize TPT digital speech-language activities into iBooks. This way you can have easy access to a library of fantastic therapy lessons. I recommend using my 2nd-5th Grade Common Core Standards Vocabulary task cards in iBooks to provide educationally relevant therapy.
For those that provide direct therapy in a general education or special education classroom, you may use several lessons included in this guide on a SMART Board.
I hope that you take time to explore this guide as you plan to integrate new technology resources into your speech-language therapy sessions with your students or clients. Keep in mind that technology should never replace skilled direct therapy instruction by a licensed SLP. Kids still need personal interactions to learn and practice communication and language skills. However, technology can be used to supplement more traditional therapy lessons.
Remember the overall goal of speech-language therapy is for students or clients to make gains in their communication, language, and literacy skills. In doing so, they will make progress towards or master their IEP speech-language objectives or goals in private practice therapy.
Thanks for reading the blog today!
Tamara Anderson
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