Communication education
Create a speech and language therapy explainer video
Use AutoScribble to turn your speech and language therapy teaching material into an explainer video. Paste your notes, name the audience and describe a simple communication example. Shape the script around one concept, with clear visual cues and enough breathing room for the explanation, then review it before generating the finished video.
Audience: Speech and language therapy educators
Edit your script before generating the video.
Adapt this starter prompt
Create a 120-second, 16:9 explainer for [audience] about [communication concept]. Base every teaching point on the source below. Use one short fictional interaction to introduce the topic, explain the selected concept, then return to the interaction for a recap. Clearly distinguish narrator explanation from example dialogue. Keep visual labels brief and consistent. Do not diagnose a speaker, prescribe exercises or promise precise articulation or mouth-movement demonstrations. Where the source lacks detail, keep the explanation general rather than inventing it. [Paste your source material here]
A communication lesson needs more than a stream of spoken information. Decide what the viewer should notice: a turn in a conversation, a piece of terminology or the structure of an interaction. Build the scene around that moment so the narration, labels and characters all support the same teaching point.
Choose a communication moment
Begin with a short fictional exchange or an educator-written example from your material. Identify the exact point you want the audience to discuss. Keep the speakers and situation simple enough to introduce quickly. A focused moment gives you a useful visual sequence without requiring the generator to invent a person’s needs or background.
Separate explanation from demonstration
Mark which sentences explain the concept and which lines belong to the example conversation. This helps you review the script for clarity before generating. If precise speech sounds, mouth movements or timing are essential, use the video as a conceptual introduction and retain your established demonstration material for that part of the lesson.
Keep labels short and purposeful
Write a small set of labels that match the terms in your notes. Repeat the same wording when the concept reappears, rather than introducing several near-synonyms. Finish with a question that refers back to the interaction. Check that the suggested visuals support your meaning and do not imply an assessment of the fictional speakers.
Illustrative storyboard
A possible scene sequence
A fictional conversation is revisited after a short explanation of the selected concept.
- Scene 1
Visual
Two fictional speakers and a short dialogue bubble.
Narration
Here is the interaction we will use for this lesson.
- Scene 2
Visual
A single term appears beside the paused exchange.
Narration
This term names the concept in our source.
- Scene 3
Visual
The exchange returns with one visual cue highlighted.
Narration
Now look again at the moment being discussed.
- Scene 4
Visual
A recap question beneath the two speakers.
Narration
How would you describe the concept in this example?
Example storyboard; your generated video will vary.
Questions
- Can this produce a precise pronunciation demonstration?
- Use it to explain a concept. Do not rely on generated mouth movements or speech timing as a precise demonstration; review the result and use appropriate existing teaching material where needed.
- Can I make a parent-facing explainer?
- Yes. Say that the audience is parents and provide the language your team uses. Keep the video general and avoid turning the example into advice for an individual child.
- What should I paste into the prompt?
- Include the learning objective, your explanation, any example dialogue and the terms that should appear on screen. Leave out identifiable case information and unrelated session notes.
Review the generated wording and visuals before using your video. See pricing and credits.