Articulation Board Game
Move forward by saying target sounds correctly.
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
Set each student's target before the first roll so the board can run for a whole group at once. The variety is doing real work — moving between whispering, questioning, and fast repetitions keeps the motor pattern from becoming a single rehearsed routine that collapses outside the room. The teach the therapist space is the most useful one on the board: a student who can describe where their tongue goes has explicit knowledge that survives between sessions. Fifteen minutes is a full game.
Cueing ladder
Start at the top. Add support one step at a time.
- IndependentThe student works through the card on their own, listening for their target sound.Log as correct
- SignalUse a silent signal you agreed on, such as a tap on the table, when their target sound slips.Log as cued
- AskAsk 'Did that sound right?' and let the student try the word again.Log as cued
- ModelSay the word correctly; the student repeats it, then carries on.Log as cued
Adjust it
Use fewer cards and one target sound at a time.
Fade the signal. Record the student and have them count their own errors afterwards.
Matching IEP goal
During this activity, Student will produce their target sound correctly in words and phrases, self-correcting any error, in 8 of 10 opportunities across 3 consecutive sessions, given no more than a nonverbal signal.
Send it home through the parent portal →About this activity
Fourteen spaces that each ask for the student's own target sound in a slightly different form: say your target word three times; use it in a sentence; say it in a silly voice; name three things in the room with your sound; say your word out loud, then whisper it; teach the therapist how to make your sound. The board carries no words of its own, which is what makes it work for a mixed group where every child has a different target.
What to listen for
Watch what happens to accuracy as the demand changes. Most students hold their sound at word level and lose it in the sentence spaces, and the size of that drop is the number worth tracking. The silly voice and jumping spaces raise the load deliberately — accuracy that survives them is closer to conversational than accuracy in a quiet repetition.
Carrying it home
Pick two spaces and use them at home rather than the whole board. Say your word in a sentence about food works at dinner without any materials, and name three things in the room works anywhere there is a wait.
What's in this activity
- START — say your sound 5 times to begin.
- Move 2: say your target word three times.
- Move 1: use your target word in a sentence.
- Move 3: say your sound in a silly voice.
- Move 1: name 3 things in the room with your sound.
- LOSE A TURN — say your sound 10 times.
- Move 2: say your word out loud, then whisper it.
- Move 1: tell a sentence about your weekend using your sound.
- Move 3: say your word 5 times fast.
- SLIDE BACK 2 — say your sound in a question.
- Move 2: teach the therapist how to make your sound.
- Move 1: use your word in a sentence about food.
- Move 3: say your word while jumping.
- FINISH — say 5 target words in a row with no errors to win.
Questions
- Which sound does this target?
- Whichever one the student is working on. The board asks for a target word rather than supplying one, so it runs for a whole mixed group at once.
- Do I need an account?
- No, it plays free in the browser with no login.
- What grades is it for?
- Kindergarten through fifth, and it scales by what you ask for on each space rather than by the space itself.
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.