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426 activities available
“/p/ — isolation, syllable (pa), word (pig)”
Sound-by-sound baseline probe for therapy planning.
“A study gave two groups the same article, one on paper and one on screen. Both recalled facts equally well, but the paper group did better on questions about the ORDER of events. What does this suggest?”
Careful inference, confounds and framing -- the reasoning secondary assessments actually test.
Includes
Dolch primer sight word flashcards.
Segment words into individual phonemes.
“Sam sat on the sand by the sea.”
Story with embedded /s/ targets for carry-over.
Conventional medial voiceless th targets at the single-word level.
Conventional medial /s/ targets at the single-word level.
Sort into
Sort pictures into 1, 2, or 3 syllable groups.
“Leave a voicemail with your name, your number, and why you are calling.”
Speech clarity where there are no visual cues to fall back on.
Flashcard drill for /z/ in initial position.
“'Heads up -- I stutter, so sometimes my words take a second.'”
Prepared disclosure lines for different listeners, so it isn't improvised under pressure.
Segment multimorphemic words: un-help-ful-ness. Uses Elkonin boxes for morphemes.
“Cheering through a whole game -- what's the plan before, during and after?”
Map the real loud events in a teenager's week and plan the voice around them.
Practice the present progressive form: is/are + verb-ing with action pictures.
“A posting reads 'Entry level; no experience required; must be 16 or older.' You are 16 with no job history. Are you eligible?”
Decode the vocabulary and the implied requirements of a real entry-level posting.
Practice the prefix pre- meaning before: preschool, preview, preorder, prefix.
Practice adding un- to adjectives and verbs: unhappy, untie, unlock, unfair.
Turn-taking and task-claiming phrases for collaborative secondary coursework.
“Draw STEP 1 of brushing your teeth.”
Temporal sequencing of familiar routines, drawn in order and then narrated.
Symptom and care vocabulary a teen needs to report for themselves as they age out of parent proxy.
Identify the five expository structures and the signal words that give each away.
“What do you want to be doing two years after graduation? Say it in one sentence.”
Rehearsal for student-led transition planning, required under IDEA from age sixteen.
Cards for voiceless /th/ (think, thank, three).
“Your teacher says: 'Put your book away, then line up at the door.' What do you do FIRST?”
Receptive comprehension of everyday classroom directions, including order and exception words.
“'Oh, great.' said flatly when his car won't start -- literal or sarcastic?”
Detect non-literal intent from prosody, context and punctuation.
“A friend walks in. What do you say? (hi / hello)”
Practice greetings and farewells using AAC symbols.
“He is happy. → Is he happy?”
Convert declarative sentences into yes/no questions using auxiliary verb inversion.
“Write a story that begins: The door had never been unlocked before.”
Create a complete original story from a single picture or title prompt.
Match
Match causes to their effects using picture cards.
Simple one-step action directions with pictures.
Remove a sound and say the new word.
Match minimal pairs to build phoneme awareness.
Discriminate /sh/ from /s/ by sorting pictures.
Conventional word-final /z/ targets at the single-word level — spelled with s or z, judged by sound.
Core vocabulary verbs: go, want, like, help, stop.
Flashcard drill for /l/ in word-initial position.
Produce grammatically correct question tags at the end of declarative sentences.
Sort pictures by /r/ blend type.
“easy onset: Anyone know when practice starts?”
Fluency-shaping practice on utterances a teenager would really produce.