Pedir ayuda en el salón
Escenas del aula para practicar pedir ayuda, pedir un turno y decir que no entiendo.
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
Act them out rather than discussing them. Drop the pencil, hand over a closed lunchbox, give an instruction too quietly — the situation is what makes the request necessary, and describing it does not. The no escuchaste la instrucción card is the most valuable, because asking for a repetition is the request students most need and least often make. Twelve minutes covers several scenes acted out.
Cueing ladder
Start at the top. Add support one step at a time.
- IndependentSet up the moment, then wait with an expectant look for 10 seconds.Log as correct
- GesturePoint toward the device or the right area of the page.Log as cued
- ModelTouch the symbols on the device yourself while you say the message.Log as cued
- Partial physicalOnly if the team agrees and the student accepts touch: a light touch at the elbow toward the page. Never press the symbol for them.Log as cued
Adjust it
Fewer symbols on the page, and model the message several times before you expect it.
Wait longer before prompting, or expect one more symbol in the message.
Matching IEP goal
During structured activities, Student will use their AAC system to make a request in 8 of 10 opportunities across 3 consecutive sessions, given no more than a gestural prompt.
Send it home through the parent portal →About this activity
Twelve classroom situations that each need something said: se te cayó el lápiz y no lo alcanzas; no entiendes la tarea; necesitas ir al baño; otro niño tiene el juguete que quieres; quieres un turno en la computadora; no escuchaste la instrucción; terminaste tu trabajo. Each one asks ¿qué dices? — the scene supplies the reason and the child supplies the language.
What to listen for
Watch whether the child initiates or waits. Every one of these scenes has a child who could sit and do nothing, and the target is the request happening without a prompt. Notice which requests are missing entirely — asking for a turn and saying you did not understand are the two that most often have no words attached, and they are also the two with the biggest classroom consequences.
Carrying it home
The same situations arise at home: a dropped item out of reach, a container that will not open, an instruction missed. Waiting a few seconds rather than solving it immediately gives the request room to happen.
What's in this activity
- Se te cayó el lápiz y no lo alcanzas. ¿Qué dices?
- No entiendes la tarea. ¿Qué dices?
- Necesitas ir al baño. ¿Qué dices?
- Otro niño tiene el juguete que quieres. ¿Qué dices?
- No encuentras tu mochila. ¿Qué dices?
- Quieres un turno en la computadora. ¿Qué dices?
- Te sientes mal del estómago. ¿Qué dices?
- No puedes abrir tu lonchera. ¿Qué dices?
- Necesitas más papel. ¿Qué dices?
- Alguien te empujó sin querer. ¿Qué dices?
- No escuchaste la instrucción. ¿Qué dices?
- Terminaste tu trabajo. ¿Qué dices?
Questions
- Is this board in Spanish?
- Yes, the scenes and prompts are Spanish. This page is in English so an English-speaking clinician can find and evaluate it.
- Do I need an account?
- No, all twelve scenes play free.
- What ages is it for?
- Kindergarten through third grade, and it suits AAC users as well as verbal students.
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.