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Tackling apraxia or severe articulation disorders is hard work! Using effective but motivating activities like the ones included in this 65 page download geared toward the sounds /l, s, z, r, v, f/ & sh, ch, j, th can help you get the job done!
ASHA recommends teaching early developing and frequently occurring consonants first and that treatment include teaching pacing (establishing a slower and more rhythmic rate of speech).
Therapy should progress from individual consonants to nonsense syllables, to single syllable words (CV) then increasing in complexity (CVC, CVCV, then multi-syllables). That is exactly what this product addresses (this edition focuses on CV and CVC targets in therapy).
The download includes:
- detailed instructions about HOW to use this product and how to prepare the materials for therapy.
- Pages 4-7 contain CVC words/pictures to teach and practice CVC words in isolation. These will also get students familiar with the pictures used on the pacing cards.
- Pages 7-9 contain the “hoppers” described above. There are a total of 42. If you do not want the work of creating the hoppers, simply use game pieces from any game you own.
- Pages 10-19 contain pacing cards to practice repetitions of 1 word. For these, the card explains which single CVC word (such as “cheese, cheese, cheese”) to repeat as children hop to each circle on the card. These are for practice with ONE CVC word (repeated over and over again). There are a total of 22 of these type of cards.
- Pages 20-27 have repetitions of TWO CVC pictures/words that contain the same initial consonants. These require students to motor plan limited consonant variations. Have students hop on each picture, saying “jeep, juice” or whatever the sequence on the card may be- encouraging rhythm and slow rate then increasing speed as they become more proficient. There are a total of 16 of these types of cards.
- Pages 28-34 are pacing cards with 2 alternating CVC pictures again, but these contain different initial sounds for added difficulty (such as farm/peas) Practice as described above (Have students move their hopper along the card while saying the name of each picture “farm, peas, farm, peas..”) while encouraging rhythm and slow rate then increasing speed as they become more proficient. There are a total of 14 of these type of cards.
- Pages 35-38 Increase in difficulty and contain CVC repetitions with THREE different words/pictures with the same initial consonants. Use as described above with the 3 different repetitions such as “shark, chef, shirt.” There are 7 total of these types of cards.
- Pages 38-45 contain THREE pictures with different initial consonants. The words require students to use articulators in all areas of the mouth and vary consonant and vowel patterns. More difficult motor planning is required for these tasks. There are 15 cards of this type.
- For all tasks, practice with the hoppers and pacing cards as described above, or students can simply use their fingers to hop along the pacing cards.
- Pages 46-57 are challenge sheets. These contain either 4 or 5 alternating CVC words with a total of 18 repetitions that require complex motor planning. Students can follow the trail of words with their finger or any of the hoppers. After students can say these proficiently, try timing them and then challenging them to beat their own time each trial! Both colored and black and white sheets are included.
- Pages 58-64 are short “cloze” sentences that you and your students can complete using the picture cards on pages 4-7 so that they can start using these CVC words in sentences.