/p/ Final Flashcards
Conventional word-final /p/ targets at the single-word level.
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
For /p/ the lips come together, air builds up, and the lips pop open with a small puff and no voice. At the end of a word, have the child close their lips and let the puff go. A tissue in front of the mouth shows the puff. Practise the rhyming groups together, then mix. Up is useful as a one-word request during play, since the child gets a real reason to say it. Six minutes covers several passes.
Cueing ladder
Start at the top. Add support one step at a time.
- IndependentShow the card and wait 3 seconds for the student to say it.Log as correct
- Visual cuePoint to your mouth, or show the mouth picture for /p/, before the student tries again.Log as cued
- Verbal modelSay the word; the student says it right after you.Log as cued
- Placement cueLips pressed together, build up a little air, then pop them open with a quiet puff. Voice off.Log as cued
Adjust it
Drop to syllables ('ap' and 'eep'), or use fewer cards.
Put each word in a short carrier phrase with no /p/ in it or mix in /p/ words from another position.
Matching IEP goal
Given picture cards, Student will produce /p/ in the word-final position in single words in 8 of 10 opportunities across 3 consecutive sessions, given no more than a visual cue.
Send it home through the parent portal →About this activity
Twelve word-final /p/ targets at the single-word level: cup, map, top, mop, cap, hop, nap, up, tape, pipe, cape, pup. All are one syllable, and several pair by vowel: cap, map and nap, top, mop and hop. Up is worth special attention, because it is short, frequent and easy to swallow at the end.
What to listen for
Listen for the final sound being dropped, so cup becomes cuh and top becomes to. That is final consonant deletion and is the most common reason to use this set. A child who says cub for cup or mob for mop is voicing the /p/, which calls for a different cue: keep the voice off and use the puff. Tape, pipe and cape show whether the ending holds after a long vowel.
Carrying it home
Cup, up and top come up constantly. Ask the family to wait at the moment the child wants something, the cup on the table or being picked up, so the child says the word and finishes with the pop.
What's in this activity
- cup
- map
- top
- mop
- cap
- hop
- nap
- up
- tape
- pipe
- cape
- pup
Questions
- What is the difference between deleting and voicing the final /p/?
- Deleting drops the sound, so cup becomes cuh. Voicing replaces it with /b/, so cup becomes cub. They call for different cues, so note which one you hear.
- Is it free?
- Yes, it plays in the browser with no login. An account adds session data, goal scoring and assignment.
- What grades is this for?
- PreK through second grade.
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.