​​Speech Therapy Ideas
for Children and Adults

​​​​​​Tips for the New Clinician:

The therapy session should consist of  these several elements each session 
Plan the timing of the session in advance~
It is important to watch the clock and plan carefully, so that you can complete as many of the planned goals as you can during the sessions.                                        
You can do it!   Since we are in a period of separation and closure of our clinic, we have set up our therapies via Teletherapy. 
With this method as our only way of working with clients for speech therapy, some of our clients have not been able to have therapy. But for those that have ability to participate in teletherapy, we are happy to adapt our materials and homework to accommodate them. 

TOOLS  for therapy with adults.  

1.You will probably find a paper size dry erase board useful.  Make sure your clients have these materials at home near their computer or smart pad.
2. A small folder or notebook w/ paper, pencil, map, alphabet board, 
list of months of the year and numbers to help with communication. You can send them a pdf file of the alphabet board and numbers for the client to print and have near his workspace. 

3.Sometimes a diagram of a head and neck is helpful tool if they want to explain what happened and counseling. You can share a picture of this on your computer during the session to expain more about their condition.

4. iPad (found in the clinic if you don't own your own ) (They are probably using it to connect with you.)

Here is a typical Therapy Session Timeline:     These are flexible* some activities might take longer to accomplish

1st 10 min:  Transitional period: orient the client to the the therapy rm. with directions and/or aided  conversation at the beginning of the session. Allow the client talk about how the weekend was or how they are doing. This discussion clears anything that may be on their mind and interfere with the therapy. (some higher functioning clients may talk on and on. Stick to your 10 min time line if you can, then wind up the conversation by taking out the new material or with your voice, " that's amazing, John, let's get started with this activity") You can do the same activity on line in your teletherapy sessions.

2nd 5 min: If appropriate, do slowed breathing, relaxation, normalizing muscle tone, oral tactile/kinesthetic  activities, disassociation exercise (good for CVA and CP clients) 

Next 15min: Skill building: practicing the skills toward achieving the goals.   Some skills might include naming common objects, oral motor drills, practicing words that go together, practicing opposites, spelling cvc's.                                                         

Next 15 min: Role playing/pragmatic language practice as much support and cuing as appropriate. (using the phone, ordering food, making an appointment, talking to a family member)

 Last 10 min: Cognitive FUN activity which may or may not overlap with language activities but stimulate cognitive function.  This time may also be used to Do specific activities the client enjoys or wishes to learn, such as using a calendar, or journal, playing a particular game or ( with children)with a particular toy as a reinforcer, accessing music libraries,  how to go to the town library, using a computer.

*Note: When keeping track of response success, and for the sake of practice, give the client a chance to respond for 10 trials, or demonstrate the goal for 10 opportunities.( easier way to get percentages and some practice with that activity)

*Make sure you have read the chart, contacted your Clinical Educator or course professor and know basic characteristics of clients like yours. You could practice working with clients on SimUcase in the clinic or another simulated therapy application.

Graduate Students should after the first session be able to

1.Describe behaviors they observe

2.Suggest activities or strategies that would help clients talk more freely in simple conversation or recall names/ labels.

3. Suggest real pragmatic goals for the client from observation and interview of the client.

4. Before your first session, be prepared to describe what you would do with the materials you have that would make the activity easier or more complex so that you can more easily make adjustments during the therapy sessions if necessary.

Establishing working Cueing Hierarchies  are important for all clients big and small, but they look different for kids than for the adults. The targets and cues are placed on a continuum; from simple to complex, from concrete to abstract, from most clinician involvment to client only involvment. But!! Each person is unique and this is just a working guideline.