Tech Tuesday

Krista Rice shares:

I LOVE the versatility of the iPad and how it provides instant access to countless resources. My students are able to use the iPad as a motivating tool to help practice their goals by accessing various forms of literature, videos, songs, and activities. For some of my middle school students, I have used different apps to target vocabulary, such as Scattergories. My students have responded positively to our “speech iPad” and request to use it frequently in our sessions. My middle schoolers are more engaged in our sessions and are starting to request to come to speech more often! 🙂 At my elementary school, I’ve incorporated using the iPad during articulation sessions. I downloaded a free version of “Articulation Station”, which includes a free trial of /p/ in all word positions and speaking levels. One student in particular is working on marking final sounds in words. He is able to record his production of a word, then judge the accurateness of his production. The app even includes buttons to mark correct and incorrect productions, providing accurate data immediately. This not only helps the SLP collect data more efficiently, but also allows the student to take his own data and track his progress. Also, by having the student listen to and judge his own speech, he is naturally developing self-monitoring and correcting skills. Another example of using the iPad in therapy is to incorporate short video clips and/or songs to target basic concepts. For example, I have my UofL mini practicum student, Sydney, planned a lesson for a kindergarten group to target spatial concepts. She found a short song on YouTube, titled “The Prepositions Song Scratch Garden”. First, she played the video in its entirety then replayed the video and paused the song when it approached a new prepositions (ex. above, beside, outside, between, below, ect.). During each portion that was paused, the student clinician asked questions about the location of the specific object in the video and used a visual aid for choices/prompts. Also, she had the students manipulate objects to match the preposition that was being discussed on the video. The group of students moved around to the beat of the music and stayed engaged the entire session. One final way I have used the iPad is to record students during various speaking tasks to obtain speech and language samples. I just completed a fluency evaluation on a student and recorded the student’s utterances. The video recording and playback feature on the iPad was extremely user friendly and allowed my graduate student and I to watch the video and analyze the student’s speech in a timely manner. I am excited to continue to use and learn new ways to use the iPad during my speech sessions.


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