Respiración y volumen
Respiración diafragmática y control del volumen de la voz en distintos lugares.
Session summary (SOAP)
Stays on this screen. Nothing is saved or sent.
Mark a card Correct, Correct with cue or Incorrect and the summary writes itself here.
How to run it
Do the three voices in order and ask the comparison question afterwards. Naming which of the three tires the voice is the moment the student connects effort with volume, and it comes from them rather than from you. The acércate card is the practical outcome — moving closer instead of raising the voice is a substitution a child can actually use at break time. Twelve minutes covers the sequence.
Cueing ladder
Start at the top. Add support one step at a time.
- IndependentThe student uses good breath support on their own. Listen without reminding.Log as correct
- Visual reminderPut a hand on your own belly to show the breath going in.Log as cued
- Verbal reminderSay a short reminder, such as 'Breathe low, then speak.'Log as cued
- ModelSay it yourself using the technique; the student copies, then tries the card again.Log as cued
Voice work belongs after an ENT examination. If hoarseness lasts or gets worse, stop and refer back to the physician.
Adjust it
Go back to breathing only, then one word on each breath out.
Move to longer turns, then conversation, then a noisier room.
Matching IEP goal
Student will use good breath support in sentences in 8 of 10 opportunities across 3 consecutive sessions, given no more than a visual reminder.
Send it home through the parent portal →About this activity
Twelve Spanish tasks moving from breath to volume control: acuéstate con un libro en la barriga y míralo subir; respira contando hasta 4 y suelta contando hasta 6; di aaa lo más largo que puedas; voz de biblioteca, voz de salón, voz de patio; ¿con cuál de las tres se te cansa la voz?; acércate a la persona en vez de subir el volumen. Breath first, then the three volumes, then the substitution.
What to listen for
Watch the shoulders on the breathing cards. Rising shoulders mean the breath is high in the chest, which is the pattern the exercises are meant to change, and no amount of volume work will help until it does. Listen for the voz de patio being produced with throat squeeze rather than breath support — the card says sin apretar la garganta for a reason. None of these exercises explains a voice. A student hoarse for more than about four weeks should be examined by a physician, ideally an ENT, before breath and volume work is the plan.
Carrying it home
The book-on-the-belly exercise takes two minutes at bedtime and needs no supervision. Asking the family to make it part of settling down, rather than a separate task, is what makes it happen.
What's in this activity
- Acuéstate con un libro en la barriga. Míralo subir al respirar.
- Respira contando hasta 4 y suelta contando hasta 6.
- Di 'aaa' lo más largo que puedas. Cuenta los segundos.
- Cuenta del 1 al 10 con una sola respiración.
- Voz de biblioteca: di tu nombre bajito.
- Voz de salón: di tu nombre a volumen normal.
- Voz de patio: llama a un amigo sin apretar la garganta.
- ¿Con cuál de las tres se te cansa la voz? ¿Por qué?
- Respira y di una oración completa sin quedarte sin aire.
- Lee una oración por respiración. Descansa en cada punto.
- Acércate a la persona en vez de subir el volumen.
- Practica: pide algo en tres volúmenes distintos.
Questions
- Is this board in Spanish?
- Yes, all twelve tasks are Spanish. This page is in English so an English-speaking clinician can find and evaluate it.
- Do I need an account?
- No, it plays free in the browser.
- What grades is it for?
- Second through fifth, for Spanish-speaking students working on breath support and vocal loudness.
Use this board with your caseload
With a free account, every correct, cued and incorrect mark is saved to the student and scored against their IEP goal, with the data written up for you. Assign it as home practice through the parent portal.
Track progress freeFree for SLPs. No card, no trial clock.