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The Auditory Processing Game
Ages: 8-Adult   Grades: 3-Adult

This game targets six skill areas students with auditory processing deficits struggle to master.  Match the difficulty level to student needs with a hierarchy of stimuli.   


  • Increase the speed and efficiency of auditory processing
  • Improve auditory discrimination, closure, memory, analysis, blending, and cohesion
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"What happened?"  "Who did it?"  "Where did it happen?"  That's what students try to figure out as they complete auditory tasks correctly in this mystery-solving game.

The six, 35-card decks each target a different skill.  The cards in each deck are arranged in a hierarchy.  Every card, with the exception of the Auditory Cohesion deck, has three stimulus items that progress in difficulty.  The cards target these skill areas:

  • Auditory Discrimination—identify same sounds in words, absurd words in sentences, and absurd sentences in paragraphs
  • Auditory Analysis/Segmentation—identify the number of syllables in words and sounds in words
  • Auditory Closure—fill in missing words, syllables, and sounds
  • Auditory Blending/Manipulation—blend syllables and phonemes to make words; delete and exchange to make words
  • Auditory Memory—repeat sequences and follow directions
  • Auditory Cohesion—make inferences, paraphrase, and solve riddles and math story problems

Copyright © 2002

11" x 17" heavy-duty, single-fold game board; 210 cards on perforated card stock; 21 photo cards on perforated card stock; instructions; answer key; 4 pawns; die; vinyl folder

  • Children create mental representations of semantic information, forming complex association networks among different bits of knowledge.  Children with difficulty in processing form fewer associations than peers (Gillam, Hoffman, Marler, & Wynn-Dancy, 2002).
  • Evidence indicates that beyond elementary school, teaching phonological awareness and decoding tasks can be improved by teaching phonological awareness (Schuele & Boudreau, 2008).
  • Blending and segmenting skills must be present in order to decode unfamiliar words.  Thus, in order to improve decoding, a student must have a foundation of these skills (Scheule & Boudreau, 2008).
  • Intervention should address processing of various types of information in the context of varied activities and settings (e.g., ability to attend to, perceive, organize, and remember verbal and nonverbal information including social cues, reasoning, and problem solving) (ASHA, 2004).

The Auditory Processing Game incorporates these principles and is also based on expert professional practice.


American Speech-Language-Hearing Association (ASHA). (2004). Preferred practice patterns for the profession of speech-language pathology [Preferred Practice Patterns]. Retrieved April 20, 2010, from

Gillam, R., Hoffman, L., Marler, J., & Wynn-Dancy, M. (2002). Sensitivity to increased demands: Contributions from data-driven and conceptually driven information processing deficits. Topics in Language Disorders, 22(3), 30-48.

Schuele, C.M., & Boudreau, D. (2008). Phonological awareness intervention: Beyond the basics. Language, Speech, and Hearing Services in Schools, 39, 3-20.


Kelly Malone, Karen Stontz, Barb Truman


Kelly Malone, B.A., and Karen Stontz are writers and editors at LinguiSystems who relied on the expertise of their co-author and colleague, Barb Truman, M.A., CCC-SLP, during the development of this game.  Barb worked as a speech-language pathologist with school-age children before joining the product development team at LinguiSystems.  She is currently enjoying her role as a stay-at-home mom, allowing her to spend precious time with her husband, adopted son, and other family members.

Karen and Kelly are also co-authors of 50 Quick-Play Listening Games, Autism & PDD Concepts, Autism & PDD Concepts Interactive Software, Los conceptos, and No-Glamour Language Game.  Karen is also co-author of 50 Quick-Play Reasoning & Problem-Solving Games.  Barb is also author of Barnaby's Burrow and co-author of No-Glamour Articulation; No-Glamour Articulation Cards; 10 Quick-Play Folder Games Associations; 10 Quick-Play Folder Games Associations (Spanish/English); 10 Quick-Play Folder Games Concepts; 10 Quick-Play Folder Games Concepts (Spanish/English); 50 Quick-Play Articulation Games; Scissors, Glue, and Vocabulary, Too!; and Spotlight on Articulation.


Game Play

  • Players put their pawns on any Start space.  Shuffle the person, action, and place cards and put them facedown on the table.  Select the question deck(s) based on the needs of the players.
  • Read a question to the player.  If the player answers the question incorrectly, his turn is over.
  • If the player's answer is correct, he rolls the die and moves that number of spaces.  If the player ends his move on a square, his turn is over.  If he enters a room, he draws a card from the person, action, or place pile.  If he doesn't need the card, he puts it faceup on the discard pile and his turn is over.
  • The first player to collect a person, action, and place card lays the cards in front of him and states the situation (Abby judged a bubble-blowing contest in the library).  This player is the winner.