Practical Ways Speech & Language Therapists Can Engage Children More Over Teletherapy

Engaging children during teletherapy sessions can sometimes present unique challenges, but with the right strategies, Speech-Language Therapists (SLTs) can create dynamic, interactive, and highly effective therapy experiences. Here are some practical tips and techniques that SLTs can use to enhance engagement and motivation during online speech and language therapy sessions:

1. Incorporate Gamification

• Digital Games: Use digital games that are designed specifically for speech and language therapy. These games often include rewards, levels, and progress tracking, which can be highly motivating for children. Popular options include online articulation games, language-building apps, and interactive storybooks that allow children to make choices and interact with the story.
• Custom Challenges: Create custom challenges that align with the child’s therapy goals. For example, you can set up a “Speech Sound Scavenger Hunt” where the child has to find objects in their environment that contain their target sounds. This makes therapy fun and integrates learning into the child’s everyday life.

2. Use Visual and Interactive Tools

• Interactive Whiteboards: Many teletherapy platforms include an interactive whiteboard feature that can be used to draw, write, and play games in real-time with the child. SLTs can use this tool for drawing pictures related to vocabulary words, playing Pictionary, or creating visual schedules that outline the session’s activities.
• Digital Flashcards: Use digital flashcards that can be flipped, sorted, and matched on-screen. Flashcards can be customized to focus on specific speech sounds, vocabulary, or language structures, and can include visuals that make the learning process more engaging.

3. Integrate Multimedia Content

• Videos and Animations: Incorporate short videos or animations that reinforce the therapy content. For example, showing a video clip of a character using a target sound or demonstrating a language concept can make abstract ideas more concrete. After watching, the child can practice the sound or concept based on what they observed.
• Interactive Storytelling: Use interactive storybooks or create your own digital stories where the child can make decisions that affect the story’s outcome. This encourages language use and allows the child to practice conversational skills in a fun and engaging way.

4. Facilitate Active Participation

• Turn-Taking Activities: Plan activities that involve turn-taking, which is especially important for maintaining attention and encouraging active participation. Examples include playing virtual board games, role-playing scenarios, or taking turns in storytelling.
• Role-Playing: Engage in role-playing activities where the child takes on a character’s role in a story or a situation. This can be particularly useful for practicing social skills, conversation, and expressive language in a playful context.

5. Engage Parents as Co-Therapists

• Parent Coaching: During sessions, coach parents on how to support their child’s therapy goals in daily routines. For example, if the child is working on articulation, teach the parent strategies to cue the correct sound during everyday conversations, or how to model language-rich interactions during playtime.
• Homework Assignments: Provide simple, engaging homework assignments that parents can do with their child between sessions. These might include practicing target words during a favorite activity, playing a language-based game, or reading a story together and discussing it afterward.

6. Create a Personalized and Rewarding Experience

• Incorporate the Child’s Interests: Tailor sessions to the child’s specific interests. If a child loves animals, use animal-themed games, stories, and activities. If they are into superheroes, incorporate these characters into therapy exercises. Personalizing sessions makes therapy more relevant and exciting for the child.
• Reward Systems: Implement a digital reward system where the child earns points, badges, or virtual prizes for completing tasks or reaching goals. These rewards can be visually displayed on the screen, providing immediate positive reinforcement that motivates continued effort.

7. Build Routine and Consistency

• Session Structure: Establish a consistent routine for each session, such as starting with a warm-up game, followed by focused therapy work, and ending with a fun activity or review. Children thrive on routine, and knowing what to expect can reduce anxiety and increase participation.
• Visual Schedules: Use a visual schedule that the child can see throughout the session. This helps them understand the session’s flow, anticipate what’s next, and stay engaged. You can check off each activity as it’s completed, giving the child a sense of accomplishment.

Conclusion

By incorporating these practical strategies, SLTs can create engaging, motivating, and highly effective teletherapy sessions that capture children’s attention and drive meaningful progress. From gamification and multimedia content to personalized experiences and active parental involvement, there are countless ways to make online speech and language therapy a dynamic and rewarding experience for young clients.

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Works Cited and Additional Reading

Boisvert, M., Lang, R., Andrianopoulos, M., & Boscardin, M. L. (2010). Telepractice in the assessment and treatment of individuals with autism spectrum disorders: A systematic review. Developmental Neurorehabilitation, 13(6), 423-432. https://doi.org/10.3109/17518423.2010.499889

McCarthy, M., Duncan, R., & Leigh, G. (2012). Telepractice: Changing the face of practice for rural speech-language pathologists. Rural and Remote Health, 12, 1902. Available from http://www.rrh.org.au

Tucker, J. K. (2012). Perspectives of speech-language pathologists on the use of telepractice in schools: The qualitative view. International Journal of Telerehabilitation, 4(2), 47-60. https://doi.org/10.5195/ijt.2012.6102

Wales, D., Skinner, L., & Hayman, M. (2017). The efficacy of telehealth-delivered speech and language intervention for primary school-aged children: A systematic review. International Journal of Speech-Language Pathology, 19(6), 573-585. https://doi.org/10.1080/17549507.2017.1360368

Theodoros, D. G. (2012). Telerehabilitation for service delivery in speech-language pathology. Journal of Telemedicine and Telecare, 18(5), 252-259. https://doi.org/10.1258/jtt.2011.111115

Mashima, P. A., & Doarn, C. R. (2008). Overview of telehealth activities in speech-language pathology. Telemedicine and e-Health, 14(10), 1101-1117. https://doi.org/10.1089/tmj.2008.0080

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