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Speech Language Neighborhood

Discover the effectiveness of using the iPad and apps in speech and language therapy. Learn how to engage students in speech activities, manage behavior during iPad therapy, and select articulation apps tailored to individual IEP goals. Explore tips for keeping your iPad safe and managing student engagement, with a focus on evidence-based practice and selecting apps. Find matching apps to meet emerging expressive language needs, with a variety of tools to aid in therapy sessions.

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Speech Language Neighborhood

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  1. Amanda Backof, M.S. CCC-SLP Speech Language Neighborhood Using the iPad and Apps Effectively in Speech and Language Therapy Is it a Toy or a Tool?

  2. Conversation with a Wise 5th Grader Me: So, what have you been working on in speech with Ms. So&So? 5th grader: I’ve mainly been practicing my /s/ sound. Me: Did you use cards or games when you were working on your sound? 5th grader: No, we’ve been using worksheets. Me: Oh. Well I brought my iPad with me today, so we can work on your sound by looking at flash cards, playing matching games and reading stories. 5th grader: Wait, so you’re saying you have all of the cards and games for speech all on your iPad? Me: Yep, I have it all on here..(I flipped through my iPad screens of apps.) 5th grader: Well, that seems much more efficient!!

  3. Yes, the iPad is an Efficient Tool! • I’m looking for an activity for a student who can only verbalize 1-2 words phrases. What are my options? • Expand language through play therapy using Fisher-Price toys and Milieu teaching. • Sequencing picture symbols on a pacing board to request food. • Find an interactive App to help teach the skills. • All of the above. Using the iPad in therapy can be just as effective as any other tool!

  4. Don’t Let this Happen to You Bye Bye iPad!!!

  5. Tips for keeping your iPad (precious baby) safe Invest in a sturdy case. The Griffin Defender protects the corners and the screen. Have your hands on the iPad at all times. Never leave your iPad unattended (I carry it around the school, unless the door locks). Clean your iPad with sanitizer and a soft towel to keep it germ free.

  6. Tips for Managing Behavior During iPad Therapy The iPad never leaves my hands. Put your thumb or hand over the “home” button. Kids are very smart and can change the app in a second! Hold iPad so that all students can see it. Alternate turns just like traditional therapy. Hands off if it’s not your turn. In my sessions, students learn how to take turns. Move iPad to your chest if students are not listening.

  7. Keeping Students Engaged

  8. www.SpeechLanguageNeighborhood.com - my site, with a link to my therapy YouTube Videos www.SpeechTechie.com -Sean Sweany’s site, frequent presenter at ASHA www.SpeechRoomNews.com - Great resource for apps reviews www.therapyapp411.com - collaborative group of SLPs reviewing apps Facebook Group Pages: SLPeeps SLPsTalkApps Apps for Apraxia Kids iTteach Special Education Over 400,000 Apps? How do I choose? I wish someone would take me outside! Don’t let iTunes take over your life! Let others do the work for you…check out review websites, blogs, facebook pages and developer websites. Last resort: read the iTunes reviews (beware, as they are not always truthful.)

  9. Evidence Based Practice EBP is the new new buzz word and now more than ever our services are under the microscope. The day will come when we will be asked to justify why we are using one app over another……. Should the app be EB or should the service we provide be based on tried and true methods we’ve been using for years? Will that be all the evidence we need? Instead of toys we are now using apps? Only time will tell. For more information on selecting apps using evidence based practice please see: http://www.asha.org/Publications/leader/2012/120731/APP-titude--Use-the-Evidence-to-Choose-a-Treatment-App.htm http://blog.asha.org/2012/08/23/apps-and-ebp/

  10. Matching Articulation Apps to IEP Goals My Choice Ricky (age 4): Strengths:/k/, /g/, /f/, /s/ in isolation and syllables Weaknesses: /k/, /g/, /f/, /s/ in words, short phrases ArtikPix: word level, matching Articulation Station: phrases, matching, drill/practice Maria (age 5): Strengths: Vowels /k/, /g/, /m/, /d/ in isolation Weaknesses: Consonants in syllables and words Speech Stickers: Practice at syllable level ArtikPix: word level-easy words Angel (age 6): Strengths: Early developing sounds Weaknesses: Generalization to sentences, /ch/, /sh/ FCD Articulation Scenes: sentences and while reading Speech with Milo Articulation Game Chris (age 11): Strengths: Intelligible to familiar listeners Weaknesses: /r/ variations in words and sentences Articulation Scenes, Artic Questions, misc. book apps

  11. Articulation Apps for group therapy • ArtikPix up to 4 students, different color coded cards, can add student photos • Articulation Station Pro Tap speech bubble with + mark at bottom of sound page to pick multiple sounds • Match 2 Say up to 4 players for matching game • Speech with Milo Board Game Articulation up to 5 players

  12. Matching Apps to Language Needs Emerging Expressive Language • Student produces 1-2 words • Lack of verbs • Limited expressive vocabulary Goal: By [date] given visual representations of target grammatical structures (pronouns, verb+ing, articles (a, the) and plural /s/) [student name]will demonstrate command of the conventions of standard English grammar by producing sentences containing these grammatical structures to describe actions, make comments and answer questions in _ out of _ trials with _% accuracy as measured by clinical data and informal observation. Let’s extend therapy beyond the app and combine with traditional therapy activities.

  13. Emerging Receptive Language • Limited understanding of concepts • Difficulty answering questions • Limited receptive vocabulary Goal By [date] given visual representations of target grammatical structures (pronouns, verb+ing, articles (a, the) and plural /s/) [student name]will demonstrate an understanding of the conventions of standard English grammar by identifying (through selection) picture representations of the sentences containing these grammatical structures in _ out of _ trials with _% accuracy as measured by clinical data and informal observation.

  14. Grammar-Elementary • Difficulty with sentence structure • Limited use of grammatical Structures • Lack of adjectives and detail in sentences Goal (1st grade) By [date] given visual representations of target sentence structures (pronouns, verbs, adjectives) [student name]will demonstrate an understanding of the conventions of standard English grammar by verbalizing structures in sentences in _ out of _ trials with _% accuracy as measured by clinical data and informal observation. Objective 1: Given visual representations of verbs [Student] will use verbs to convey a sense of past, present and future (yesterday I walked home, today I walk home tomorrow I will walk home) Objective 2: Given visual representations of adjectives [Student] will use frequently occurring adjectives to expand sentence complexity. Objective 3: Given visual representations of pronouns [Student] will use personal, possessive and indefinite pronouns (I, me, my, they, them, their, anyone, everything) in sentences.

  15. Sequencing to tell a Narrative • Difficulty putting events in correct order • Difficulty verbalizing a sequence of events • Difficulty using transition words I am also a big fan of using book apps to retell a narrative in correct sequence. Combine traditional worksheets with book apps to work on sequencing. (Sequencing graphic organizers, or putting pictures in correct order.)

  16. Listening Comprehension • Difficulty answering wh questions • Difficulty answering inferential questions • Difficulty using context clues to determine word meaning Limited number of apps available to work specifically on main idea/details, inferencing, context clues and paraphrasing. Caution!!Several apps (with research listed in iTunes description) claim to help you teach context clues. They, in fact, do not teach the skill correctly. Since Apps are limited, this is an area where I rely heavily on traditional therapy activities combined with apps.

  17. Working with Older Students and the Curriculum • Download the Free Kindle App – Students enjoy reading books on the iPad • Purchase Kindle books from Amazon • Hunger Games Trilogy, Crash (Spinelli), The Other Wes Moore, Of Mice and Men, The Skin I’m In Supplementary Apps – To help you teach higher level skills. Lit Charts – Cliff notes for classics Educreations– Interactive white board to record information about curriculum stories Inspiration– Graphic Organizer app Khan Academy – Videos for science, history, etc. Enchanted Dictionary – Interactive Definitions Since there are NO specific apps to go with curriculum books, I develop worksheets to target IEP goals and objectives based on student needs (context clues, summarizing, inferencing, etc.)

  18. Working on Language and Articulation in same session • Story Pals provides stories loaded with articulation targets, allows you to work on sequencing and answering comprehension questions. • Book Apps (ex: Little Critter, Elmo, Hotel Transylvania and Millie both have artic target words.) • Develop articulation worksheets of target words from stories for artic students to practice.

  19. Thanks for Coming!!! Any Questions?

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