Final P: Free Speech Therapy Articulation Picture Cards

Description

These articulation picture card sets are designed to be more comprehensive than the typical sets you might find elsewhere. The target audience for these sets are young children or children with more severe speech delays that need intensive practice with sounds at a one-syllable level or simple two-syllable level. No blends or vocalic /r/ sounds are included in these sets.

Key Features

• Initial and Final sets include 30 one-syllable words that begin or end with the target sound.
• The words are simple and are easily understood by or easily taught to young children.
• Combines the target sound with all possible vowel sounds at least once.
• Words are sorted by difficulty level for an easy progression from easy to hard.
• Describes the progression from most intense prompts to least intense.
• Provides a simple carrier phrase for every word.
• A gestural prompt for the target sound is explained.
• A list of therapy activities is included.
• Includes 30 therapy cards with the target word and a picture on the front,
  and the difficulty level and the carrier phrase printed on the back.

Permissions

I give permission to copy, print, or distribute these card sets provided that:

1. Each copy makes clear that I am the document's author.
2. No copies are altered without my express consent.
3. No one makes a profit from these copies.
4. Electronic copies contain a live link back to my original and print copies not for merely personal use contain the URL of my original.

Looking for Feedback

I would love to hear back from anyone who uses the word sets. Let me know if there is anything you would change. Comment on this page, or send me an email at testyyettrying(at)gmail(dot)com.

Where can I find more?

More sets are on my Free Speech Therapy Articulation Cards page.

Card Sets

To download click on the image to open it full size. Then right click on the image, choose "save as" and save the page to your computer.

Instructions for printing and using the cards are included in the set.

Initial P: Free Speech Therapy Articulation Picture Cards

The Initial /p/ set is finished and it is a significant upgrade over the previous sets (I will be updating those to the new format soon.) Here are the features of the new card sets. For those of you who read this blog regularly, I apologize in advance for the fact that this introductory section will be exactly the same for each new set posted. It is the only way to be sure that someone who finds this website by searching for a specific set gets the full set of information. In the future feel free to skip down to the actual pictures and skip the introduction.

Description

These articulation picture card sets are designed to be more comprehensive than the typical sets you might find elsewhere. The target audience for these sets are young children or children with more severe speech delays that need intensive practice with sounds at a one-syllable level or simple two-syllable level. No blends or vocalic /r/ sounds are included in these sets.

Key Features

• Initial and Final sets include 30 one-syllable words that begin or end with the target sound.
• The words are simple and are easily understood by or easily taught to young children.
• Combines the target sound with all possible vowel sounds at least once.
• Words are sorted by difficulty level for an easy progression from easy to hard.
• Describes the progression from most intense prompts to least intense.
• Provides a simple carrier phrase for every word.
• A gestural prompt for the target sound is explained.
• A list of therapy activities is included.
• Includes 30 therapy cards with the target word and a picture on the front,
  and the difficulty level and the carrier phrase printed on the back.

Permissions

I give permission to copy, print, or distribute these card sets provided that:

1. Each copy makes clear that I am the document's author.
2. No copies are altered without my express consent.
3. No one makes a profit from these copies.
4. Electronic copies contain a live link back to my original and print copies not for merely personal use contain the URL of my original.

Looking for Feedback

I would love to hear back from anyone who uses the word sets. Let me know if there is anything you would change.

Where can I find more?

More sets are on my Free Speech Therapy Articulation Cards page.

Card Sets

To download click on the image to open it full size. Then right click on the image, choose "save as" and save the page to your computer.

Instructions for printing and using the cards are included in the set.

Speech-Language Pathology Topics: The Flap

As I was working on my one syllable word lists I was reminded of two things: one rather obvious and the other pretty obscure.

The obvious: If you are not using blends, medial consonants are not used in one syllable words. So, if I want a list of simple words that use a medial sound I'll need to use very simple two syllable words (CVCV, CVC, CVCVC).

The obscure: I completely forgot about a rather obscure sound. When a /t/ sound appears between two vowels in connected speech it is produced as a flap. When a /b/ sound appears between two vowels in connected speech it is often also produced as a flap. Say the following two sentences quickly and naturally.

1. Look at the bike pedal.
2. Look at the flower petal.

The /d/ in "pedal" and the /p/ in "petal" are produced in almost exactly the same manner - as a flap instead of as a clear /t/or /d/.

My conclusion: If you want to practice the /t/ sound, it is not useful to try to practice it in the medial position of a simple two-syllable word (bottle, button) because when those words are spoken in natural speech a flap is produced rather than a /t/. Once your child has mastered /t/ in the initial and final position of words it would be a better use of your time to practice it in connected speech with short phrases (on top).

You might also be interested in the following articles:

Voicing Pairs

Random Example of the Complexity of Motor Planning

Speech-Language Pathology Topics: Consonants

What are consonants and why are they important to speech?

Consonant sounds are produced by constricting or interrupting the air flow at some point during the production of a sound. In contrast, a vowel is a sound produced with a relatively open vocal tract. Consonants are combined with vowels to make syllables and words. When consonants are produced incorrectly, that makes speech very difficult to understand.

There are 24 consonant sounds used in spoken American English. These sounds may or may not match up with English letters and the phonics typically associated with those letters. Here is a chart of the 24 American English consonant sounds. The symbol on the left is the phonetic symbol most Speech-Language Pathologists use to represent each sound. On the right is an example of a word with that consonant sound. The letters used to spell the sound are in bold.

What are the characteristics of consonants

What makes a "p" different than an "v"? The consonants sound different from each other because they are made in different ways. They differ in their place of articulation, their manner of articulation, and their voicing status. Speech-Language Pathologists use a consonant chart to keep track of the consonants and their characteristics.

What are the different places of articulation?

A consonant is made by constricting the airflow between where it starts with the exhalation in the lungs and where it exits the mouth at some point. One reason sounds differ is because the point of constriction happens at different places. If the point of constriction is at the lips (/p/, /b/, /m/, /w/) then the place of articulation is bilabial. If the point of constriction is just behind the top teeth (/t/, /d/, /s/, /z/, /n/, /l/, /r/) then the place of articulation is alveolar. Here is a list of the places of articulation and a picture to help you visualize those places.

• bilabial - constriction between both lips
• labio-dental - constriction between top teeth and bottom lip
• dental - constriction between top and bottom teeth
• alveolar - constriction between the tongue and the alveolar ridge (top of mouth just behind top teeth)
• palatal - constriction between the tongue and the hard palate (roof of mouth)
• velar - constriction between the tongue and the soft palate (roof of the very back of the mouth)
• glottal - constriction at the vocal folds

What are the different manners of articulation?

A consonant is made by constricting the airflow between where it starts with the exhalation in the lungs and where it exits the mouth at some point. One reason sounds differ is because the method of constriction happens in different ways. If the airflow is completely stopped and then released in a puff of air (/p/, /b/, /k/, /g/, /t/, /d/) then the manner of articulation is a stop. If the the airflow is redirected through the nose (/m/, /n/, /ng/) then the manner of articulation is a nasal. Here is a list of the manners of articulation.

• stop - airflow is completely stopped and then released
• fricative - airflow is constricted causing slight hissing noise
• affricate - This is a combination of a stop and a fricative. First the airflow is completely stopped and then it is constricted causing a slight hissing noise with the consonant.
• nasal - airflow is redirected out the nose
• liquid - airflow is constricted significantly more than a vowel, but not enough to cause a hissing noise with the consonant
• glide - similar to a liquid, but with slight movement during the production of the consonant

What is voicing?

There is a third characteristic of consonants. /s/ and /z/ are made with exactly the same place and manner of articulation and yet they are different. /z/ is made while vibrating the vocal folds. If you place your hand on your throat while making a /z/ sound (buzz like a bee) you will feel the vibration of your vocal folds. /s/ is made without vibrating the vocal folds. If you place your hand on your throat while making an /s/ sound (hiss like a snake) you will not feel the vibration. So the third characteristic of consonants is the presence or absence of voicing.

Why are consonant characteristics important to understand when planning therapy for Childhood Apraxia of Speech?

First of all, understanding the characteristics of consonants can help you understand why some consonants are harder than others for your child. Affricates are going to be harder than stops or fricatives because they require more complicated motor planning. Words with consonants that are all produced in the same place (dot) are going to be easier than words with consonants that change place (pod). Words with consonants that move from the very front to the very back are going to be even harder(back). Voiced sounds are going to be harder than their coresponding voiceless sound because the motor planning is more complex. Speech-Language Pathologists take all of these factors into account when choosing targets for speech therapy.

You might also be interested in the following articles:

Speech-Language Pathology Topics: Vowels

Voicing Pairs

Random Example of the Complexity of Motor Planning

Free Speech Therapy Articulation Picture Cards: Final T

This version is out of date. Go here for new, easy to download, version and additional sets.

There are a lot of articulation cards available for working on just about any sound for your child. There are many commercial sets that you can buy and there are many that you can find for free online. I've done both. I was frustrated that most of those sets did not meet our needs very well.

When you are working with a young child who has Childhood Apraxia of Speech you need the words to be relatively simple in structure. Many of the lists were half full of two and three syllable words that are way too complicated for a young apraxic child to imitate. Also, children with apraxia need to practice their target sound paired with as many vowels as possible, and most sets are not designed with that goal in mind. Also, if you are working with a toddler, the words need to be relatively easily understood concepts for a young child. A word like "beg" is harder to understand and make a picture for than a word like "bed."

I have complied a set of 40 one-syllable words that I feel are easily understood or taught to a young child and I have made picture cards for them. I also have written out some directions for making the cards and some ideas for activities to do with the cards. The words are divided into levels by difficulty. I suggest you begin with the easiest cards and include the harder levels as your child is able to practice them too. I also describe the different levels of cueing you can use and provide suggestions for very simple one word carrier phrases you can use when you want to move to a two word level.

You are welcome to download the set for use with your child. I will be posting sets as I complete them.

For an easy to print version, download a .pdf of the five-page One-Syllable Final T Articulation Picture Cards file.

This is an old version of the card set. You can find the new version and additional sets in an easy to download format here: Free Speech Therapy Articulation Cards

Apraxia Therapy Materials: Kaufman Speech Praxis Kit 1 (Basic Level)

Therapy Materials Review: Kaufman Kit 1 (Basic Level)

This is a review of the Kaufman Speech Praxis Treatment Kit for Children (Basic Level). The kit was developed by Nancy Kaufman, MA, CCC-SLP. Nancy Kaufman is a nationally acclaimed expert in apraxia who has developed assessment and treatment materials in the area of apraxia. This kit contains a small manual that explains the treatment methods recommended and 201 picture cards sorted into category by syllable shape. The back of each card shows a hierarchy of acceptable responses for the picture on the card depending on the current performance level of the child.

Target Audience

The target audience for the Kaufman Kit Basic Level will usually be children between the ages of two and six. The pictures on the cards were designed with those ages in mind. These cards will be most useful for children who are struggling with producing simple syllable shapes and need to focus on the early emerging consonants /p, b, m, t, d, n, h/.

Description of the Kaufman Kit (Basic Level)

This kit is a boxed set of treatment materials including a 52 page manual and 201 stimulus cards sorted by type.

• Manual
  The manual is the same for both the Basic Level Kit 1 and the Advanced Level Kit 2 so some of the pages in the manual do not apply to Kit 1. The manual begins with a note to parents that describes Childhood Apraxia of Speech, gives an overview of the Kaufman Speech to Language Protocol approach to treating Childhood Apraxia of Speech, and briefly describes some things parents can do at home. The rest of the manual is pretty technical and written with a Speech-Language Pathologist in mind as the target audience for the manual. The rest of the manual describes the Kaufman evaluation hierarchy, treatment hairarchy, describes cueing techniques, gives examples of goals for IEPs and describes general treatment considerations.
  
  
• Stimulus Cards
  The cards consist of 201 full color 5" by 7" cards. The cards are seperated into sections that are color coded so that you can easily pull the cards, use them in therapy, and then sort them back into their sections. The early emerging consonants are included in kit one. Those consonants are /p, b, m, t, d, n, h/. Syllable shapes include CVCV, VC, CV, VCV, CV1CV2, C1V1C2V2, CVC, and CVCVCV. There are also more complex versions of some of those basic syllable shapes.
  
  

How to Use the Kaufman Kit Cards

Through formal or informal assessment, determine which syllable shapes are missing and which of the missing ones the child is stimulable for. Then work with the card sets for the missing syllable shapes that are easiest for the child. Remember that any of the responses on the back of the card can be considered to be correct. The responses on the back of the card are all acceptable, but get closer to the actual production of the word as you move from bottom to top. When you start working with a particular card, figure out which is the highest production the child can successfully imitate and start there gradually working your way up by using the cueing techniques described in the manual.

Therapy Activity Suggestions for Kaufman Kit Cards

• You can always simply drill the words offering a verbal reward, sticker, or turn at a game after every 5-10 responses.
• Make a laminated train engine and caboose. Line your cards up in between the engine and caboose making a word train and place a small reward (sticker, cheerio, etc.) on the caboose. Have the child say each word 1-5 times and when they reach the end of the train they get the reward. Then set up a new train.
• Tape the cards in a line on the wall. Make the room as dark as possible and let the child light up each card with a flashlight. They must say the word 1-5 times before they can light up the next word.
• Hide the cards around the room. Tell the child that you are playing hide and seek with the words and that they need to find 10 (or however many you hid) words. As they bring each word to you they need to say it 1-5 times before going to find the next word. Once they find all the cards they get a small reward. Then they cover their eyes while you hide a new set of cards. Or, you can trade and let them hide the words for you to find. They still have to say each word 1-5 times when you bring the card to them before you go find another.
• Lay the cards on the floor in some kind of pattern and play a beanbag toss game. They say the word the beanbag lands on 1-5 times before getting to throw the next beanbag.

Pros and Cons of the Kaufman Speech Praxis Kit 1 (Basic Level)

Pros: This kit provides materials for systematically building speech from least difficult to most difficult in terms of syllable structure. Within each syllable structure, there is also a hierarchy of acceptable responses from the least motorically complex to most motorically complex (and accurate). That makes this kit ideal for working with children who have Childhood Apraxia of Speech particularly those children who are minimally verbal.

Cons: This kit is very expensive. It is only Kit 1. There is another kit that includes the later developing consonants and more complex syllable structures that you might want when a child outgrows Kit 1. That kit is also very expensive. There are only a few words (usually 6-12) in each category so if you are looking for a wide variety of words to increase generalization, that is not the purpose of this kit. Also, if your child needs practice with a wider variety of consonants, they will not be included in this kit.

For the price, I expected a big manual that was designed to educate a parent or novice SLP with little apraxia experience about the disorder itself. Then I would would like for the manual to explain in an accessible way the theory behind the Kaufman method and why it is so appropriate for treating the disorder. The manual should make it very easy to understand how to use the materials with children and give concrete examples of therapy activity ideas. To put it simply, I was underwhelmed with the manual.

Bottom Line:

If you already have the knowledge and expertise to understand how to best use these materials and you have several minimally verbal children on your caseload, this kit would be well worth the purchase price. If you do not meet both of those criteria, I believe the price is prohibitive.

You might also be interested in the following articles:

Apraxia Therapy Materials: The Big Book of Exclamations

Apraxia Therapy Materials: Webber Jumbo Articulation Drill Book

Free Speech Therapy Articulation Picture Cards: Final N

This version is out of date. Go here for new, easy to download, version and additional sets.

There are a lot of articulation cards available for working on just about any sound for your child. There are many commercial sets that you can buy and there are many that you can find for free online. I've done both. I was frustrated that most of those sets did not meet our needs very well.

When you are working with a young child who has Childhood Apraxia of Speech you need the words to be relatively simple in structure. Many of the lists were half full of two and three syllable words that are way too complicated for a young apraxic child to imitate. Also, children with apraxia need to practice their target sound paired with as many vowels as possible, and most sets are not designed with that goal in mind. Also, if you are working with a toddler, the words need to be relatively easily understood concepts for a young child. A word like "beg" is harder to understand and make a picture for than a word like "bed."

I have complied a set of 40 one-syllable words that I feel are easily understood or taught to a young child and I have made picture cards for them. I also have written out some directions for making the cards and some ideas for activities to do with the cards. You are welcome to download the pictures for use with your child. I will be posting sets as I complete them.

For an easy to print version, download a .pdf of the four-page One-Syllable Final N Articulation Picture Cards file.

This is an old version of the card set. You can find the new version and additional sets in an easy to download format here: Free Speech Therapy Articulation Cards

Free Speech Therapy Articulation Picture Cards: Initial B

This version is out of date. Go here for new, easy to download, version and additional sets.

There are a lot of articulation cards available for working on just about any sound for your child. There are many commercial sets that you can buy and there are many that you can find for free online. I've done both. I was frustrated that most of those sets did not meet our needs very well.

When you are working with a young child who has Childhood Apraxia of Speech you need the words to be relatively simple in structure. Many of the lists were half full of two and three syllable words that are way too complicated for a young apraxic child to imitate. Also, children with apraxia need to practice their target sound paired with as many vowels as possible, and most sets are not designed with that goal in mind. Also, if you are working with a toddler, the words need to be relatively easily understood concepts for a young child. A word like "beg" is harder to understand and make a picture for than a word like "bed."

I have complied a set of 40 one-syllable words that I feel are easily understood or taught to a young child and I have made picture cards for them. I also have written out some directions for making the cards and some ideas for activities to do with the cards. You are welcome to download the pictures for use with your child. I will be posting initial sets as I complete them.

For an easy to print version, download a .pdf of the four-page One-Syllable Initial B Articulation Picture Cards file.

This is an old version of the card set. You can find the new version and additional sets in an easy to download format here: Free Speech Therapy Articulation Cards

Apraxia Therapy: Articulation Practice

What is Articulation Practice?

Articulation practice is practicing making specific sounds. Children with all types of speech sound disorders have to practice making sounds.

• Children with a simple articulation disorder only have trouble with one or two sounds and they practice those sounds first in isolation, then at the beginning, middle, and ends of words, then in phrases and sentences, and finally in conversation.
• Children with phonological disorders have trouble with groups of sounds or patterns of sounds and their speech therapist chooses words in those groups or words that have those patterns to practice.
• Children with Childhood Apraxia of Speech have trouble with the motor planning of speech movements. They need to practice all possible combinations of sounds in as many contexts as possible as often as possible to try to make that motor planning smooth and automatic.

How does Articulation Practice need to be different for children with Childhood Apraxia of Speech?

1. Children with Childhood Apraxia of Speech need many more repetitions than children with other types of speech disorders in order to show improvement. It takes a lot of practice to improve motor planning.
2. Children with Childhood Apraxia of Speech need to practice speech in a way that builds complexity much more gradually than children with other types of speech disorders. Instead of working with words as the smallest unit of complexity, they will look at specific types of syllables and work their way up from the simplest syllable shapes to more complex ones. For example, a Consonant-Vowel (CV) syllable shape such as the word "boo" is a very simple syllable shape. Another very simple syllable shape is Vowel-Consonant (VC) such as "at". A complex syllable shape is CCVCC such as "blast". Yes, boo and blast are both one-syllable words that start with B, but one is much simpler than the other.
3. Children with Childhood Apraxia of Speech need to practice consonant sounds paired with as many vowels as possible. For children who do not have difficulty with motor planning, it is enough to simply practice beginning, middle, and ending consonants without thinking about the vowels in between. Children with motor planning problems have to practice each consonant with each vowel because a consonant paired with one vowel requires different motor planning than that same consonant paired with a different vowel.
   
   Here is an example: Say "bee, bee, bee" and then pause before making the next /b/ sound. Your lips are pressed together. Now say "boo, boo, boo" and then pause before making the next /b/ sound. Your lips are pursed as if you're about to blow a kiss. The motor planning for a /b/ paired with the "ee" is different than the motor planning for a /b/ paired with the "oo".

What are some speech therapy materials that can be used to practice articulation in a way that is best for children with Childhood Apraxia of Speech?

• The only formal speech therapy materials that I know of that addresses syllable shapes is the Kaufman Kits (level one and level 2). The Kaufman Kit is designed to work systematically through the simplest syllable shapes in approximate order of difficulty. Alternately, you can simply take free word lists you find online and sort them by syllable shape and start with the simplest ones first gradually working your way up to harder syllable shapes.
• I am not aware of any articulation picture sets that make a deliberate effort to include all vowels. I am currently creating my own picture sets to try to address this issue. The sets are designed as much as possible to include words that are familiar to young children or that are easily taught. The sets will include only one-syllable words and will include at least one example of all possible vowel pairings. Eventually I would like to create multi-syllable words lists as well but that will not happen for quite some time. Look for the sets to begin to appear on this site shortly.

Key Points to Remember about Articulation Practice for Childhood Apraxia of Speech

1. Many, many repetitions.
2. Move from simple syllable shapes to more complicated syllable shapes.
3. Pair each consonant with as many different vowels as possible. Some pairings will be easier than others. Practice them until they become automatic.

Note: Remember that your child's production does not have to be perfect. For example, say you are practicing "spoon" because it has the "ooh" vowel paired with a final /n/. Your child says "soon". Great! They may have left out the /p/ in "spoon", but they correctly pronounced the vowel and final /n/ that you were looking for. Treat that as correct (for now - until you start working on the /sp/ blend) and heap on the praise.

You might also be interested in the following articles:

Apraxia Therapy: Communication Boards

Apraxia Therapy: Gestural Prompts

Apraxia Therapy: Two-Word Combinations

Speech-Language Pathology Topics: Vowels

What are vowels and why are they important to speech?

A vowel is a sound produced with a relatively open vocal tract. In contrast, consonant sounds are produced by constricting or interrupting the air flow at some point during production. You can maintain a vowel until you run out of breath. For example, take a deep breath and say "eeeeee" for as long as you can. You can keep making that sound until you get bored or until you run out of breath. However, when you make the "p" sound, you can't draw it out. You simply make the sound once and then have to move on. Vowels are essential to speech because they are the core of every syllable we make. Every word has at least one vowel. When vowels are produced incorrectly, that makes speech very difficult to understand.

What are the characteristics of vowels?

What makes an "e" different than an "o"? The vowel sounds are different from each other because you change the shape of your mouth when making each vowel. There are two main ways you change the shape of your mouth. Some vowels are made in the front of the mouth, some in the center, and some in the back. At the same time, some are made with the mouth relatively closed while some are made with the mouth relatively open. Speech-Language Pathologists use a vowel chart to keep track of the vowels and their characteristics.

If you say "beeeeeeee" and then say "baaaaaaaa" (as in "bat") you'll notice that you open your mouth more to make the "baaaaaa" sound. Next, say "beeeeeee" again and then "baaaaaaa" (as in "body"). This time you'll notice that the first sound is made in the front of the mouth while the second is made in the back.

What is the difference between a simple vowel and a diphthong?

A simple vowel is a sound made by keeping your mouth in a single position. When making a diphthong vowel, your mouth changes position. So, when making the /aI/ sound as in "bike" your mouth starts in a very open position and then closes for the second half of the diphthong. This second chart shows the five common diphthongs in American English and how they move in the mouth.

Why are vowel characteristics important to understand when planning therapy for Childhood Apraxia of Speech?

First of all, understanding the characteristics of vowels can help you understand why some vowels are harder than others for your child. Diphthongs are going to be harder than simple vowels because they require more complicated motor planning. If your child has an easier time with front sounds, they'll probably have an easier time with front vowels. If you are trying to help your child learn a back consonant (like /k/) it should be easier for them to make when paired with a back vowel because that makes the motor planning simpler.

Remember that Childhood Apraxia of Speech is fundamentally a problem with the motor planning of speech. The child has to form a motor plan to get from one sound to the next in a word including the consonants and the vowels. So if your child is working on /b/ words, the motor planning will be different if they are saying "bee" instead of "boo" because the vowels are produced in completely different ways. When you set up practice word lists, you want to pair /b/ with as many different vowels as possible to maximize generalization.

You might also be interested in the following articles:

Voicing Pairs

Random Example of the Complexity of Motor Planning

Apraxia Therapy Materials: Webber Jumbo Articulation Drill Book

Book Review: Webber Jumbo Articulation Drill Book

This is a review of the Webber Jumbo Articulation Drill Book by Sharon Webber, M.S. and M. Thomas Webber, Jr. The book is designed to be a resource for Speech-Language Pathologists that offers a kind of dictionary of words, phrases, and sentences that can be used in therapy for the most common consonant sounds in the English language.

Target Audience

This resource is useful for Speech-Language Pathologists working with all ages. If you need to target specific speech sounds, this book is a wonderful resource for you. The pictures are essentials with young children and the word, phrase, and sentences lists work well with older children and even adults.

How to use the Webber Jumbo Articulation Drill Book

You need to know what sounds you are going to target and in what context (Do you need to target the sound at the beginning, middle, or ends of words? Do you need to target the sound in words, phrases, or sentences?) Once you know what you need to work on, you simply turn to the appropriate section of the book, copy the page, and use it in therapy.

What is inside the Webber Jumbo Articulation Drill Book?

You can view sample pages of the book.

The book has word lists, pictures, phrase lists, and sentences in initial, medial, and final positions for the following sounds: R, S, L, (Initial R, S, and L Blends), Z, SH, CH, TH (voiced and voiceless), F, V, K, G, P, B, T, D, J, H, M, N, and Y. It also includes an articulation drill record form, progress chart, homework helper note, and awards. There are a total of 6,420 target words, 3,120 phrases, 3,120 sentences, and 1,710 pictures.

Therapy Ideas using the Webber Jumbo Articulation Drill Book

• You can practice the words in drill format by simply going through one at a time. Each picture card has boxes at the bottom for you to keep track of correct and incorrect productions if you like.)
• You can make two copies of each page, cut the individual pictures out, and play a matching game or Go Fish style game with the pictures.
• You can cut out the pictures and glue them onto a piece of cardboard in a kind of snake and make a game board. Have the children spin a spinner or roll dice and say the words they land on the number of times that they rolled in order to move forward.
• You can cut out the pictures, glue them onto fish cut out of construction paper and then laminate the fish. Glue a small magnet on the back of each fish. Then make a fishing pole with a magnet on the end of the line and go fishing for the words.
• If you have a small bowling pin game, you can glue or tape words to each pin. The child knocks down the pins and then has to say each word before they can set each pin back up for the new try.
• Form a long train from the pictures. You can put an engine at the front and a caboose at the end. Put a small prize on the caboose like a sticker or piece of candy. When the child finishes saying each word that forms the train, they get the prize on the caboose.
• You can let the children color the black and white line drawing pictures.

Pros and Cons of the Webber Jumbo Articulation Drill Book

Pros: This book can be very useful. It gives you some words to use in therapy for all common consonants in all three word positions. If you use the words and pictures creatively, they can make articulation therapy fun and productive. It is also great to have phrases and sentences included as well.

Cons: Young children often need practice with simple, one-syllable words. Often, there are only a small number of simple one-syllable words included for each phoneme in each position. You may not find a lot of exactly what you are looking for. Also, some of the pictures are hard to interpret for little ones or may not be the best illustration for the word.

Bottom Line

If you are looking for a single resource that will have at least a few stimulus words for almost any sound in any context, this is a hard book to beat.

You might also be interested in the following articles:

Apraxia Therapy Materials: The Big Book of Exclamations

Apraxia Therapy Materials: Talking Carl iPhone / iPad App

Apraxia Therapy Materials: Doodle Buddy iPhone / iPad App

Apraxia Therapy Materials: Doodle Buddy iPhone / iPad App

Doodle Buddy is another iPhone / iPad app that can be a wonderful way to elicit speech or sound effects from your child. The program is free, but is overrun with really obtrusive ads. You can choose to pay $0.99 to remove the ads from the application.

This program does many things all of which can be used as a therapy activity.

• It is a drawing program. (Please don't laugh at my lack of artistic skills.) You can draw things for your child to label. Alternately, you can follow their instructions and draw what they tell you to. If they say "car," you do your best to draw one.
  
  
  
• The program has "stamps". There are tons of little pictures that your child can transfer to the screen just by choosing the one they want and then tapping as many times as they like. Even better, each stamp has a sound effect. So the frog croaks, the crying face cries, the dog barks, and so on. Your child can label the stamp or imitate the sound effect. Even if they are non-verbal and using signs, you can wait until they make the sign for "more" before you let them put more stamps on the page. Here is a sampling of the stamps available. There are many more than would fit on one page.
  
  
  
• There are backgrounds and themed stamps to go along with them. Some come with the program. Some you have to "buy" with points. If you are willing to install a few free programs on your machine you can get more points for free to get additional themes.
  
  So you pull up a background. Backgrounds (themes) include dinosaurs, cars, beach, farmyard, lake, princess, space, underwater, winter, spooky house, doghouse in backyard, desert, and more. You make up a story about the picture adding stamps as you go along. You get your child to repeat words that are part of the story. Here are some examples.
  
  Farm: Mama chicken was at the farm today. (insert chicken, have child say, "chicken"). She had three baby chicks with her. (insert three baby chicks counting, "one, two, three") They were lonely! They wanted to play with some friends. (toss in a couple of sheep and practice saying, "baa") I could continue, but you get the idea.
  
  
  
  
  Here are examples of the lake and princess themes as well.
  
  
  
  
  
  
My kids particularly enjoy the haunted house theme, the cars theme, and the farm theme. I'm sure your kids will have their favorites too. Really, the possibilities for using this program as a therapy tool are only limited by your imagination. (I make up really boring stories when put on the spot, but the kids don't seem to care. I get lots of speech and vocabulary practice in and that is all that really matters.)

You might also be interested in the following articles:

Apraxia Therapy Materials: Talking Carl iPhone / iPad App

Apraxia Therapy Materials: The Big Book of Exclamations

Childhood Apraxia of Speech Therapy Fundamentals: Part 3 - Methods and Content

Childhood Apraxia of Speech (CAS) is neurological speech disorder that causes children to have difficulty with the motor planning, sequencing, and programming necessary to produce volitional speech. Therapy needs to address the core problem of motor planning for speech in the most effective way possible. Every child is different, so therapy must be customized. Therapy for a young child who is nonverbal will be different from therapy for an older child who is using multi-word sentences, but the speech is hard to understand. However, the basic underlying fundamentals of therapy for apraxia are going to be similar. These underlying fundamentals are based on current research and professional consensus.

What methods are used during therapy for Childhood Apraxia of Speech?

When reviewing the most effective methods for treatment of children with Childhood Apraxia of Speech there seems to be a unifying theme and that is neurology. CAS is a neurological disorder. The areas and pathways in the brain that are typically responsible for the motor planning of speech are not functioning properly. The purpose of therapy is to retrain those areas to be more efficient at their job and to recruit other areas and pathways in the brain to help when possible. The best way to enlist other areas of the brain to help out is to take a multisensory approach to therapy.

Multisensory Stimulation Techniques

Typically speech involves listening to a speech stimulus and responding appropriately. This uses specific areas in the brain that are separate from the areas that listen to and enjoy music. The speech listening pathways are different from the areas involved in watching and interpreting visual signals. The speech listening pathways are different from the sensory receptors that feel touch on the skin.

What does all of that mean for therapy? It means that when you use multiple sensory pathways when trying to stimulate speech, you recruit other areas of the brain to help out the speech areas that are struggling. So, the speech therapist may use music to try to elicit speech productions to enlist the help of the part of the brain that listens to and enjoys music. The speech therapist may use tapping (tapping, clapping, or snapping with each syllable) to enlist the part of the brain that involves rhythm and basic math. Tapping draws the attention to each separate syllable in a way that simply saying them separately does not. You can use tapping to engage multiple pathways by gently tapping the child's hand or leg along with the syllables which also engages the part of the brain that senses touch. The speech therapist may use visual hand signals paired with specific speech sounds to enlist the part of the brain that interprets visual signals. The speech therapist may use touch on the child's face to cue certain speech sounds or movements.

For children who are nonverbal, often big body motions like swinging on a swing or bouncing on an exercise ball paired with music can help elicit some first sounds. The therapist will try to engage different senses to find one type of stimulation that helps or a combination of stimulation methods that help elicit speech.

Manipulate rate

Sometimes slowing down speech can help. Doing things more slowly allows more time for motor planning. Your therapist may incorporate practice with slowing down speech production to try to help your child be successful at producing speech targets.

What does a speech language pathologist teach children with Childhood Apraxia of Speech?

This is an incredibly complex topic. I'm just going to try to give you a basic overview of the type of things your therapist will think about when choosing goals for your child.

Your therapist will choose targets for your child based upon their professional expertise, their assessment of your child's current skill level, their knowledge of which targets would be age-appropriate, what the child is stimulable for, and their assessment of your child's most pressing needs. (Your child may be missing 10 age-appropriate sounds, but one particular missing sound makes him or her really hard to understand. That would be the sound to work on first.)

When working with children with Childhood Apraxia of Speech therapists are usually following a therapy principle called a series of successive approximations. Essentially, the therapist starts with what your child can do and treats that as correct. Then they try to get that a little closer to "correct" and treat that new level as correct. Once that is well established, they make it a little harder and call that new level correct. For example, your child might be saying "ba" for "bottle," but not very often. First your therapist will treat that as correct, and just get your child to do it more often. Then the therapist will make the task a little harder and try to get your child to say "baba." Now "ba" is considered to be incorrect and "baba is considered to be correct. Once "baba" is well established the difficulty would be increased again to "bata." And so on.

Specific therapy targets will vary widely from child to child. The targets may include specific consonant or vowel sounds, eliminating a speech habit (like leaving off consonants at the ends of words), increasing the number of words in your child's vocabulary, increasing the types of syllables your child can use, and increasing your child's utterance length (from no words to one-word utterances, from one-word utterances to two-word phrases, from two-word phrases to three-word phrases, etc.).

Summary

Your therapist will carefully choose individualized targets for your child based upon their assessment of your child and their professional expertise. They will slow down their rate of speech and your child's rate of speech to allow for extra processing time. They will use multisensory therapy techniques in order to engage as many areas of the brain as possible to improve speech production. They will start with what your child can do and gradually increase their expectations over time as your child improves.

You just finished Part 3 of a three part series on Childhood Apraxia of Speech Therapy Fundamentals.

Read the other two parts of the series:

Childhood Apraxia of Speech Therapy Fundamentals: Part 1 - How Much and How Often?

Childhood Apraxia of Speech Therapy Fundamentals: Part 2 - Types and Variability of Practice

You might also be interested in the following articles:

What is Childhood Apraxia of Speech and How is it Diagnosed?

What makes Childhood Apraxia of Speech different from other speech disorders?

Apraxia Therapy Materials: Talking Carl iPhone / iPad App

If you have access to an iPhone or iPad there are a lot of apps that can be used to elicit speech from your little one. One in particular that can work well with a child at any stage is Talking Carl. (Note: There are other "talking" apps as well. Most are free or 99 cents. Just be sure to try a couple and choose the one you like best before you try it with your child. Some of them are not appropriate for children.)

Talking Carl is an interactive little monster with big eyes and a big mouth. He will giggle when tickled, and complain when poked. Children almost always crack up laughing themselves when they tickle or poke Carl. If you have a nonverbal child, just being able to get a giggle or an "ouch" in sympathy is good speech practice.

The other key thing Carl does is listen to what your child says when they talk into your phone and then repeat their words back to them. So if your child says, "Hi!" Carl will repeat, "Hi!" Carl will repeat anything the child says. If you are looking for a fun way to get your child to talk, this might do the trick for you. Check it out.

Here is a short YouTube video that demonstrates most of the things Talking Carl does (except the giggling). I chose this one because it was short, but did a nice demonstration of the speech repetition (not in English, but still a good demonstration).

You might also be interested in the following articles:

Apraxia Therapy Materials: Doodle Buddy iPhone / iPad App

Apraxia Therapy Materials: The Big Book of Exclamations

Childhood Apraxia of Speech Therapy Fundamentals: Part 2 - Types and Variability of Practice

Childhood Apraxia of Speech (CAS) is neurological speech disorder that causes children to have difficulty with the motor planning, sequencing, and programming necessary to produce volitional speech. Therapy needs to address the core problem of motor planning for speech in the most effective way possible. Every child is different, so therapy must be customized. Therapy for a young child who is nonverbal will be different from therapy for an older child who is using multi-word sentences, but the speech is hard to understand. However, the basic underlying fundamentals of therapy for apraxia are going to be similar. These underlying fundamentals are based on current research and professional consensus.

How is therapy for Childhood Apraxia of Speech structured?

We've already discussed the fact that therapy for a motor planning problem needs to involve lots and lots of practice. The next question is how to structure that practice in order to get the best results.

Blocked versus Random practice

Blocked practice is practicing one target at a time, over and over again. This is where the therapist starts when trying to teach something entirely new. If you have a child who can't make a /b/ sound and you are trying to teach it, you are going to practice /b/ over and over again in blocks until the child experiences some success. A blocked practice structure is great at establishing a new skill, but doesn't carry over well outside of the therapy session. When the child begins to perform well in a blocked structure the therapist will move to a random practice structure.

Random practice is when several targets are practiced during a single activity. Now the therapist will practice that same /b/ sound, but will also throw in one or two other sounds the child can make too. The therapist will switch between the two or three sounds randomly. This increases the motor planning demands of the task because the child has to switch between different targets. It also makes the task a little more like real world speech demands when you are not saying the same sound over and over and over again.

Variability of practice

Therapy practice needs to vary in speech context, social context, and environmental context. Targets need to be practiced in multiple speech contexts. That /b/ needs to be practiced at the beginning, middle and ends of words. It needs to be practiced in multiple syllable structures. It needs to be practiced in phrases, sentences, and in conversation.

Therapy practice needs to vary in social context as well. Practicing a /b/ with the speech therapist is different than practicing it with Mama or Grandpa. Practicing a /b/ in a speech therapy session or during a practice session at home is different than practicing every /b/ word that comes up when reading a bedtime story with Daddy.

Finally, variability can also include environmental variation. The child should be working to improve their production of speech targets in therapy, at home, at the grandparent's house, in the car, at the grocery store, at school or daycare, etc.

The greater the three kinds of practice variability the better the child will internalize the new target and be able to use it spontaneously in a variety of contexts. This is why the participation of the parent is so important. The speech therapist cannot achieve social and environmental variability by him or herself. The practice the parents do at home and out and about during their daily life is an essential part of the therapy picture.

Summary

Therapy sessions for Childhood Apraxia of Speech need to involve lots and lots of speech productions. When learning something new, the therapist will used a blocked practice structure and only target that new skill. Once your child learns the new skill, the therapist will switch to a random practice structure and randomly switch between the newly learned skill and some old ones in order to improve performance when the demands of the task are harder. The speech skills also need to be practiced in different speech contexts, social contexts, and environmental contexts. Home practice is essential for this variability in practice.

You just finished Part 2 of a three part series on Childhood Apraxia of Speech Therapy Fundamentals.

Read the other two parts of the series:

Childhood Apraxia of Speech Therapy Fundamentals: Part 1 - How Much and How Often?

Childhood Apraxia of Speech Therapy Fundamentals: Part 3 - Methods and Content

You might also be interested in the following articles:

What is Childhood Apraxia of Speech and How is it Diagnosed?

What makes Childhood Apraxia of Speech different from other speech disorders?

Childhood Apraxia of Speech Therapy Fundamentals: Part 1 - How Much and How Often?

Childhood Apraxia of Speech (CAS) is neurological speech disorder that causes children to have difficulty with the motor planning, sequencing, and programming necessary to produce volitional speech. Therapy needs to address the core problem of motor planning for speech in the most effective way possible. Every child is different, so therapy must be customized. Therapy for a young child who is nonverbal will be different from therapy for an older child who is using multi-word sentences, but the speech is hard to understand. However, the basic underlying fundamentals of therapy for apraxia are going to be similar. These underlying fundamentals are based on current research and professional consensus.

How much therapy is usually necessary to treat Childhood Apraxia of Speech?

Intensity of Speech Therapy

It is essential that a child with Childhood Apraxia of Speech get as many opportunities as possible to actually produce speech. You cannot improve motor planning skills if no speech production is happening. Therapy for CAS needs to focus on getting as many speech productions as possible from the child during each session. A child is not improving their motor planning skills when they are just listening or watching the therapist or other children. For this reason, it is usually recommended that speech therapy sessions be individual (one-on-one) rather than group (one therapist with several children). It is also recommended that the therapist stay very focused on having the child practice rather than on having the child listen and watch while the therapist "teaches". Therapy for Childhood Apraxia of Speech needs to be very intense.

Frequency and Duration of Speech Therapy

Children with Childhood Apraxia of Speech typically need a lot of therapy to show improvement. One study (Campbell, 1999) showed that "the children with apraxia of speech required 81% more individual treatment sessions than the children with severe phonological disorders in order to achieve a similar functional outcome."

The professional organization of speech language pathologists, the American Speech Language Hearing Association (ASHA) reports that, "There is emerging research support for the need to provide three to five individual sessions per week for children with apraxia as compared to the traditional, less intensive, one to two sessions per week (Hall et al., 1993; Skinder-Meredith, 2001; Strand & Skinder, 1999)." ASHA's technical report also states that, "In view of the Committee's information indicating that children are being enrolled for treatment of CAS at increasingly younger ages, careful consideration should be given to the length of the therapy session. If repetitive practice of speech-motor patterns is targeted in a therapy session, many children in the younger age ranges can remain engaged for only a maximum of 30 minutes per session."

Given a choice, therapy for Childhood Apraxia of Speech should be broken into many shorter sessions per week rather than one or two long sessions per week. This makes sense from a motor planning perspective. You will learn a new motor task (just like riding a bike) faster if you practice a little almost every day rather than practicing for several hours only once a week.

Summary

Ideally, therapy for Childhood Apraxia of Speech should be individual sessions 3-5 days a week. Those sessions should be focused on getting as many productions from the child as possible. Sessions should be no longer in length than the amount of time the child can focus on intense practice. These guidelines are most important when the Childhood Apraxia of Speech is judged to be severe.

You just finished Part 1 of a three part series on Childhood Apraxia of Speech Therapy Fundamentals.

Read the other two parts of the series:

Childhood Apraxia of Speech Therapy Fundamentals: Part 2 - Types and Variability of Practice

Childhood Apraxia of Speech Therapy Fundamentals: Part 3 - Methods and Content

You might also be interested in the following articles:

What is Childhood Apraxia of Speech and How is it Diagnosed?

What makes Childhood Apraxia of Speech different from other speech disorders?

Speech-Language Pathology Topics: Voicing Pairs

Here's a quick speech lesson of the day. Don't you always want a speech lesson on Mother's Day? (Happy Mother's Day everyone!)

Say, "Ssssssss" out loud like you're making a snake sound. Draw it out as long as you can and while you're doing it place your hand on the front of your throat near your adam's apple. Now say, "Zzzzzzzzz" out loud like you're making a bee sound. Draw that one out as long as you can too while keeping your hand on your throat.

The first thing you should notice is that your throat vibrates while you make the /z/ sound, but it does not while you make the /s/ sound. That is because /s/ is a voiceless sound. You can make the sound without vibrating your vocal chords. The reason you feel your throat vibrating when you make the /z/ sound is because it is a voiced sound. You have to vibrate your vocal chords to make the /z/ sound. Other than that one difference, voicing, the /s/ and /z/ sounds are made in exactly the same way. You raise your tongue tip near the roof of your mouth behind your teeth and blow. So /s/ and /z/ are a voicing pair. They are two sounds made in exactly the same way except that one is voiced and one is not.

There are lots of voicing pairs. /t/ and /d/ are voicing pairs. /t/ is voiceless while /d/ requires vibrating your vocal chords. /p/ and /b/ are voicing pairs. /p/ is voiceless while /b/ requires vibrating your vocal chords. /k/ and /g/ are another example. /k/ is voiceless while /g/ requires vibrating your vocal folds.

What does any of this have to do with apraxia? Well, making a voiced sound is a more complicated motor task. To make a /b/ you have to do everything you have to do to make a /p/ and then coordinate vibrating your vocal chords at the right time for the right duration. So often, children with apraxia will find voiceless sounds easier. /t/ and /p/ are often easier than /d/ and /b/. Just another example of how complicated the motor planning of speech is and why our children sometimes seem to have trouble with a sound or word for no reason when there really is a reason after all.

Speech-Language Pathology Topics: Complexity of Motor Planning - An Example

Childhood Apraxia of Speech is a neurological disorder of the motor planning of speech. Here is one small example of how complicated that motor planning can be.

You might think that a /b/ is a /b/ is a /b/. Or you may have thought, correctly, that making a /b/ at the beginning of a word is different than making a /b/ in the middle or at the end of a word. But it gets even more complicated than that.

Say the word "book" five times in a row out loud, but before you say it the last time, freeze your mouth in the position it is in when you are about to make the /b/ sound. Your mouth should be pursed a little, almost like you're about to give someone a kiss.

Now say the word "bee" five times in a row out loud. Again, stop before you say it the last time freezing your mouth in the position it is in when you are about to make the /b/ sound. Your lips should be pressed together, almost like you just put on chapstick or lipstick and are spreading it evenly around.

Even though the words "book" and "bee" both begin with the /b/ sound, the motor planning for producing the /b/ is very different. For the first /b/ in the word "book," the motor planning involves the muscle motions necessary for lip rounding (because the following vowel is a rounded vowel). For the second /b/ in the word "bee," the motor planning involves the muscle motions necessary for lip spreading (because the following vowel is a vowel that involves lip spreading).

The difference between those two initial /b/ sounds is just one small example of how complicated motor planning really is. I just thought the example was interesting and I wanted to share.

Apraxia Therapy: Gestural Prompts

What are Gestural Prompts?

Gestural prompts (sometimes referred to as hand signals or visual cues) are hand signals made by the adult or child as cues to help the child try to make certain target sounds. Using these prompts or cues paired with specific speech sounds has been very successful at helping children with Childhood Apraxia of Speech learn and use the target sounds. Every professional book I have read about Childhood Apraxia of Speech has a section on this technique. Every Speech-Language Pathologist I know who works with children with Childhood Apraxia of Speech uses gestural prompts.

How do I use Gestural Prompts?

Using gestural prompts is a straightforward technique. Make sure your child is watching you (otherwise they will not see the prompt). Use the signal as you make the sound. If you are trying to cue a sound in a word, make the hand signal when you say the target sound. So if you are cueing a /p/ at the end of a word, make the /p/ prompt when you say the /p/ at the end of the word.

For example, let's say you're working on the /t/ sound. The gestural prompt for /t/ is tapping your index finger on your upper lip right under your nose. If your child says "ha" instead of "hat", ask him/her to look at you. Then repeat the word "hat" and make the /t/ gestural prompt as you emphasize the /t/ sound at the end of the word. You can also use the cue to emphasize a sound in the middle of a word. Let's say your child leaves the middle /p/ out of the word "puppy." You can pair the gestural prompt for /p/ (close your fist and then pop it open) paired with emphasizing the /p/ sound in the middle of the word "puppy".

Why do Gestural Prompts work?

Children with Childhood Apraxia of Speech respond well to being cued in multiple ways. Emphasizing the /t/ sound is an auditory cue. Using the /t/ gestural prompt is a visual cue. If they mimic the gestural prompt, it is also a movement or tactile cue as well. It grabs their attention and stimulates multiple pathways in the brain at the same time. This is what makes the technique so effective.

What are some common Gestural Prompts?

These are some commonly used gestures. You can use a different hand signal, it just needs to be consistent.

• T - tap the index finger on the upper lip right under the nose
• D - tap the index finger on the lower lip above the middle of the chin
• P - close your fist and pop it open (into a "5" position)
• B - use the ASL sign for /b/ and tap the hand gently against the side of your chin
• M - gently pretend to pinch both lips closed together with your index finger and thumb
• N - push index finger against one side of your nose as if you're trying to close one nostril
• SH - finger across your lips like you're shushing a child

There are more. You can find a hand signal (or make one up) for any sound you might be working on. Here is a link to a great video of a woman demonstrating a hand signal for almost every sound. Some of her signals are different from what I described above and that’s fine. You can use any signal you’re comfortable with as long as that symbol is consistent. Also, don't feel like you need to learn all of these at once. Pick one or two to start with and if that goes well you can always learn more. Be sure to choose a sound that your child is currently working on and check with your SLP. She or he may already be using a hand signal for that sound. You would want to use the same gestural prompt in order to be consistent.

Other than tapping, this is one of the techniques I find to be most effective.

Note: You may have found this web page searching for information on PROMPT (Prompts for Restructuring Oral Muscular Phonetic Targets) therapy. PROMPT is a formal therapy technique conducted by PROMPT certified Speech-Language Pathologists that uses tactile cues (the therapist places his/her hands on the child in specific ways to try to stimulate sound production). If you're looking for more information on PROMPT, start here.

You might also be interested in the following articles:

Apraxia Therapy: Communication Boards

Apraxia Therapy: Two-Word Combinations

Apraxia Therapy: Communication Boards

Young children with Childhood Apraxia of Speech are often very frustrated, have very few words, and are resorting to gestures to try to get what they want. Often those gestures are not effective and their frustration just continues to increase. They can begin to give up trying to communicate. You want to give them some success at communicating and reduce their frustration. Communication boards are a great way to achieve these goals.

What are Communication Boards?

A communication board for a young child is simply a set of pictures placed in an area accessible to the child. The purpose of the communication board is to allow the child to communicate successfully without needing speech. Communication boards are considered to be a low technology form of augmentative and alternative communication.

Why would I give my child a Communication Board? Don't I want him/her to talk?

Yes, you absolutely want your child to learn to talk. Teaching your child with apraxia to talk is your long term goal. Communication boards can solve several problems in the meantime and get you closer to that goal.

• Communication boards reduce frustration. When your child can successfully communicate with you they will be less frustrated and happier.
• Communication boards teach your child about language and communication. If your child has no words, or very few words, they have not had the opportunity to learn how powerful and easy communication can be. Once they get a taste of successfully and easily communicating, they will want to learn more.
• Communication boards increase vocabulary. Every picture you include on your communication boards is a word you are hoping they will eventually learn.
• Communication boards encourage speech. Over time, your child may naturally try to vocalize the word as they point to a picture. Research has shown that this often happens. Therefore your communication boards can be a gateway to speech.

How are Communication Boards used?

Place the communication board on the wall in an appropriate area of your home at a height that is easy for your child to see and point to. You want them to actually be able to run over to the wall and touch the picture of the item or activity they want on the board.

For example, let's take snack time. You can't ask your child, "What would you like to have for snack today?" They don't have the words to answer you. So you put a snack time communication board up on the wall in the kitchen. The communication board has pictures of all of your child's favorite drinks and snacks. At snack time, you can now ask them, "What would you like to have for snack today? Go show me." Your child simply walks over to the board, enjoys looking at all the options, and points to what he or she wants.

How do I design and make a Communication Board?

First you need to identify topics your child would want to communicate about. Be creative in thinking about possible topics for communication boards. Possibilities include:

• Food and drink items posted in the kitchen.
• Television shows they can choose from posted in the living room near the television.
• Table activities they can choose from (coloring, painting, puzzles, games, etc.) posted near the kitchen table or a play table if they have one.
• Favorite toys posted in their play area.
• Items of clothing, hair accessories, etc. posted in their bedroom.

Now you're ready to plan your communication boards. Write out a list of the specific items you want to include on each board. I would put no more than six to eight pictures per board for a young child. So, for example, on a snack time board you might include milk, juice, animal crackers, grapes, banana, and cheerios. Pick items you actually use in your household. No two communication boards are ever the same because they are customized for your household and your child.

Once you have your list, you can make your board using one of several methods.

1. You can take pictures of your household items, have the pictures developed, and cut them out and glue them to a backing (construction paper, posterboard, cardstock, even regular printer paper).
2. You can cut pictures out of magazines and then glue them onto a backing.
3. You can use a computer program like Microsoft Word and import pictures you've taken digitally or pictures you've found online to make your board and then print it.

Can you give me some examples of Communication Boards?

Here are a couple of communication boards we used in our house. I made both of them on the computer. The kitchen communication board I made with pictures I took of actual items in the house with my camera phone. The television communication board I made with images I found in Google image search.

You might also be interested in the following articles:

Apraxia Therapy: Gestural Prompts

Apraxia Therapy: Two-Word Combinations