The SLPA program is somewhat unique given we are teaching clinical courses in an online format. It can be difficult to demonstrate disorders and treatment without hands-on learning opportunities. In order to address the need for examples of disorders and interventions to students, we have included a variety of videos and recorded lectures. One of the speech sounds I cover in my SLP 214 course is the /r/. The /r/ sound is one of the most common speech errors children see speech therapists for. I have not felt that I have adequately addressed this sound with my students. In order to focus more attention on intervention for the /r/, I have included a new video for students to watch. They will then be assessed on their ability to synthesize what they have learned through lecture and what they view in the video by planning a future therapy session. This "What would you do next?" prompt is key.
1) What strategies appeared to be most effective for helping Shane produced the /r/?
2) If you were Molly, what would you plan to do in the next therapy session? (Submit a brief therapy session outline.)
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| clinical-videos.pdf | 469.91 KB |
Comments
Jeffrey - I love how you were dissatisfied with the results of one of your teaching strategies and are addressing that with a new strategy. That is the crux of CATS. I look forward to your results! By the way, I could not get the video to play when I clicked on it.
Thank you for the comment Pete. I am looking forward to the results with my students. I hope we accomplish what I have set out to do. As for the video, I just posted a screen shot of it. The actual video is part of a subscription service our students have access to. I couldn't post the video for everyone here to view due to copyright issues. I wish I could have shared the actual recording.
Jeff, as a fellow SLPA instructor I agree in that I want to be more hands on with how to educate the students about certain speech specific skills they will need. I think that having them watch a video is the next best thing in order to model therapy for them. Then from what I see you are trying to adequately measure if they are able to take the information that they have learned and then determine the next step. This is the essential "art" of therapy. In our field asking what would be the next step is learning the progression of therapy, that is a good way to measure if they are understanding therapeutic principals.
That is one of those "pesky" sounds that is multi-faceted in its production given the placement of the /r/ sound in the word, as well as what vowels are adjoining! Jeff, I like your question and approach to a well known issue among all of us who are SLP's. I have found a very successful approach to treating the /r/ and vocalic /r/ sound in my years of experience and would like to partner with you. My belief for my technique is based in the anatomy and physiology of the speech muscles and articulators, and since I am teaching that class (SLP 210), I could add a week of learning to address the /r/ within my week of phonemes and go in depth into the foundation of the structure for the phonemes, in particular, the /r/. Then I could also add some of the videos and literature for them to have a more in depth understanding and pair that with an assignment where they have to put together and "experiment" with the technique. Of course this is rudimentary as I respond to your submission, yet I can see a benefit for the students as we as the Professors pair up in order to address a challenge in our field. Thank you for listening!
Hi Jeff - I just wanted to follow up with this CATS and see if you tried anything this semester to improve the results. I hope all is well.