I see a lot of children for articulation, but it isn’t unusual for a teacher to pull me aside and ask if we could “maybe work on some following directions” too. By combining barrier games with phoneme/position specific objects it is possible to have the best of both worlds!
This packet contains:
Phoneme/position specific objects
Four full color background scenes
One set of picture prompt direction cards for each phoneme/position
A set of written direction prompts
Target sets include: initial R, medial and final EAR, medial and final AIR, medial and final AR, medial and final OR, medial and final ER, medial/ final IRE, RL, TR/DR blends
Choose a background scene and set of targets. I have my students say each word as they place it on the edge of our pan. (You can use magnet sheets, attach small magnets to the back of objects or use reusable putty. Assembly instructions included.)
Option 1: I usually start by giving the directions. You can use the directions already written, or make up your own. As each direction is given, both players should place the correct object in the correct position. Usually, I have the student either label the object or repeat the direction for additional articulation trials. Once we get to the end of all of the directions (usually 4-5), we check and see if our pictures look the same.
Option 2: Give the student a set of picture prompt direction cards so they can instruct you where to put the objects. This is a tough task for a lot of my students! They will need to describe the position of the object based on the picture. Once they’ve become proficient at this, they can begin creating their own directions.