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Stimulus Pictures for Group Therapy
Grades K-2
Ages: 5-7   Grades: K-2         

Students with different goals in a therapy group can focus on the same picture with these large-size illustrations that have stimuli for articulation, vocabulary, listening, grammar, and reasoning on the back.


  • Improve articulation of s, r, and l 
  • Develop semantic skills and build vocabulary 
  • Improve attention, listening, and reasoning skills
  • Use correct grammar 
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There are a wealth of therapy uses for these 50 full-color, 8 ½" x 11" picture cards.  Stimuli target these speech and language areas:

  • Articulation: remediate r, s, and l sounds at the word, phrase, and sentence levels
  • Concepts: teach relational words (size, position, quantity, location, time) that promote vocabulary and expressive language
  • Attributes: students classify, categorize, and identify functions of words
  • Comparisons: target critical thinking by comparing and contrasting two items
  • Synonyms and Antonyms: understand word relationships and provide words with the same and opposite meanings
  • Definitions: provide definitions and improve verbal reasoning
  • Listening: improve listening and attention by listening to a statement and answering questions about the statement
  • Grammar: students correct grammatical errors such as noun-verb agreement, pronoun use, verb tense, and more
  • Reasoning: challenge students to predict, make inferences, and problem-solve

Easy storage and an answer key make these cards hassle-free!

Copyright © 2008

50 8½" x 11" double-sided, coated picture/stimuli cards; instructions; answer key; vinyl folder
  • "Larger caseloads naturally increase instructional group sizes and minimize opportunities for individualization of therapy" (ASHA, 2002).
  • Treatment services today continue to be delivered through the traditional pullout model, mainly with groups vs. individuals (ASHA, 2002).

Stimulus Pictures for Group Therapy Grades K-2 incorporates these principles and is also based on expert professional practice.


American Speech-Language-Hearing Association (ASHA). (2002). A workload analysis approach for establishing speech-language caseload standards in the schools: Technical report [Technical Report]. Retrieved March 17, 2009 from




Increasing caseloads and workload responsibilities have limited service delivery options for many speech-language pathologists (SLPs) who work in the schools.  SLPs primarily provide pullout therapy with groups of students who have diverse speech and language goals.  Group treatment has been shown to negatively affect student outcomes and decrease opportunities to individualize treatment.

Use Stimulus Pictures for Group Therapy Grades K-2 to reverse this trend.  Target a variety of speech and language areas with the same picture.  The pictures are arranged in a general progression of increasing difficulty.  Present a picture to the group and ask the questions on the back of the card, according to each student's IEP goals.  Answers for most questions are provided, however, accept all reasonable answers as correct.  Stimuli for each picture include:

Remediate common error sounds /r, s, l/ at the word, phrase, and sentence levels.  If a student needs additional articulation practice, target error sounds using stimuli from other skill areas.

Target strategies for accessing vocabulary in the general curriculum as well as for everyday situations.

  • Concepts—Address relational words (size, position, quantity, location, time) that promote vocabulary development and expressive language.
  • Attribute—Students will make semantic connections among words by classifying, categorizing, and identifying functions.
  • Comparison—Target critical thinking skills and language expression by asking students to compare and contrast.
  • Synonym—Help students understand word relationships and improve expression in speaking and writing, as well as improve in listening and reading comprehension.
  • Antonym—Students will provide opposite-meaning words.
  • Definition—Providing definitions is a critical component of standardized intelligence tests and measures of verbal ability.

Target attention and listening as critical skills for communication and academic success.

Students will correct grammatical errors, such as noun-verb agreement, pronoun use, verb tense, word order, double negatives, omission of morphological markers/words, etc.

Challenge students to predict, make inferences, recognize problems and offer solutions, and explain their answers.