3 Ways to Use a Webcam in Speech-Language Therapy

In speech-language therapy, I use my MacBook webcam with students for self-monitoring. The above video highlights how a webcam can provide video feedback in therapy for articulation, fluency, and language production. Below are tips for implementation:

Articulation- Ask the student to practice saying a sound in isolation/syllables, single words, and sentences. During video playback, have the student rate their sound production using a system for identifying correct and incorrect productions (e.g., + vs. -, thumbs up vs. thumbs down, happy face vs. sad face). Prompt the student to observe their mouth position during correct and incorrect productions.

Fluency- Ask the student to practice saying sentences. During video playback, have the student rate their fluency using a system for identifying correct and incorrect productions (e.g., + vs. -, thumbs up vs. thumbs down, happy face vs. sad face). Prompt the student to note “easy speech,” secondary behaviors (e.g., facial tension) and the duration of dysfluencies.

Language Production- Ask the student to provide a summary for a passage or video. During video playback, have the student self-monitor language dysfluencies including fillers (“um,” “like,” “and”), pausing, and word finding. Also, ask the student to note proper/improper inflection, variety of conjunction use (e.g., “then,” “next,” “because,” “but,” in addition to “and”), head/eye movements, correct/incorrect recall of details, and proper/improper use of grammar and vocabulary. Using a chart, prompt the student to tally the types and number of language dysfluencies during the summary.

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