S P E A K I N G F R E E L Y
Speech Therapy by Mackenzie Odell, M.A. CCC-SLP
Specializing in pediatric and adolescent speech and language therapy
Serving Metro Detroit
Why Choose Speaking Freely?
Providing meaningful and functional therapy is my highest priority. The intervention I provide is evidence based, while also focusing on engaging students based on their age and their needs. No two students are the same! I am passionate about finding what works for each unique individual and there is no "one size fits all" in my practice. I also believe in a dynamic process and changing our approach as a student grows and matures.
Below you will find a brief description of what a session looks like for students of various ages.
Typical Sessions- Early Childhood
Early Childhood sessions are dynamic and can change minute to minute. When working with early communicators I like to have parents as involved as possible! Parent involvement is one of the keys to communication success and my goal is to partner with you to provide tools beyond our therapy session.
Little ones love to play! Much of my therapy with our little ones involves using a variety of toys to engage your toddler in communication. I most frequently use toys from your home so that we are playing with something familiar and it allows you to continue using the toys and specific strategies even after our time together. Sessions are fun, engaging, and often center around what your little one is most interested in.
Don't be fooled though - although it may seem like "just play" there is a lot of language development happening in these fun and engaging sessions!
Typical Sessions-
Elementary/ Early Middle School
For Elementary and Middle School students, my goal is to target our specific goals while still having fun. Additionally the relationship between student and teacher is very important. Making a connection with my students is a priority.
Speech work can be hard, but that doesn't mean we can't play a game or work for something motivating. At this age the key is getting the work done without realizing it's actually work. In addition to working with my students during the session, we always have a point of parent connection at the end to ensure that the parent understands what was targeted and how to keep it going at home.
For many sessions we will use a board game, app, or videos to mix up our time together. For example, a student working on a speech sound will roll a dice in a board game and have to say one word, phrase, or sentence for each dot on the dice before taking their turn. I also utilize dynamic apps that reward students with a fun break when they have finished targeting a goal.
Depending on the goals we are working on and student readiness, I will typically give a short homework assignment every week to promote carryover of skills.
Typical Sessions-
High School and Beyond
When working with older middle school students, high school students and young adults, my goal is to work alongside them to develop goals and a plan together. Having a therapist they trust and feel they are working "with" and not "for" is important.
We begin with communicating the goals of the session based on a conversation with the student. Students and their families are encouraged to keep notes during the week of specific situations or examples of difficult times of communication. We will work on relevant and meaningful communication goals throughout our session that they can use in their day to day.
When working on our goals we will use topics and interests that are motivating for the student. Does your high schooler love sports? Video games? A specific show? We will use these to guide our conversation and the ways we target specific goals.
At the end of a session I encourage the student to explain to parents the focus of the session and what they will work on between sessions. I place a high priority on a student taking ownership of their goals and progress.
