Hey! If you are reading this post, you are probably heading into Extended School Year (ESY) too! This is my fifth year working ESY and while I always dread it a bit as ESY approaches, I am usually happy that I worked it. ESY is more relaxed with a summer camp feel. I love being able to stay connected with a few of my students during the summer. Some districts have more intense ESY programs than others, but for me, it is just a couple of hours, just a few days a week to help me keep a little bit of a schedule during the summer.
Here is how I get ready for ESY each year!
If you are interested in checking out the autopopulating data sheets, you can grab your copy here in the freebie library.
Let me know if you are working Extended School Year this year!
Head on over to my freebie library to download your copy of the May Speech Therapy Ideas Guide with clickable links to picture books, articles, web-based games, videos, songs & Seldom Speechless resources. Includes activities great for teletherapy or in-person and best for preschool & elementary-aged kiddos!
Spring is in full swing over in my neck of the woods! A bird is building its nest on my front door wreath and I am research how to grow a vegetable garden!
I am going to bring all this spring energy into my speech therapy sessions this month!
Head on over to my freebie library to download your copy of the April Speech Therapy Ideas sheet with clickable links to picture books, articles, web-based games, videos, songs & Seldom Speechless resources. Includes activities great for teletherapy or in-person and best for preschool & elementary-aged kiddos!
Video Peer-Modeling: Video of a peer completing the routine. Students attend best to video models that share similar characteristics to themselves (Bellini & Akullian, 2007).
Video Self-Modeling: Video of the student completing the routine. Videos depicting the targeted student must only show successful attempts of the targeted skill. Strategic taping and editing must be used to show the child successfully completing the routine (Bellini & Akullian, 2007).
Video Perspective-Modeling: Video of a routine filmed from the perspective of the student.
Check out an example of video perspective-modeling here.
Phases of Intervention
Introduce the edited video of the desired skill to your student by first simply playing it in the student’s presence—no expectations or demands at first.
Watch the video with the student. You can either listen to the embedded audio or mute the videos and speak your own simplified narration as the routine plays. It can be helpful to pair steps of the video with visual icons to provide greater visually cued instruction. After viewing the video model, practice the skill through discrete practice sessions or role-playing (this is the production process of observational learning). Offer prompts, cues, immediate models, and redirection as needed for the student to be successful.
Consistently watch the appropriate video before completing a targeted routine to ensure sufficient exposure to the model. Each time the student completes the routine fade prompts and cues to scaffold to independence. As the student becomes more successful with the routine periodically review the video models as professionally determined.
A Note About Motivation
Encourage the student attend to the videos using verbal redirection cues but remember attention is not a prerequisite skill for learning and research has indicated modeling and frequent exposure are sufficient to support learning without hand-over-hand assistance and use of external reinforcers or punishments (D’Ateno, Mangiapanello, & Taylor, 2003).