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
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
- "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 www.asha.org/policy