Grade 3 | SPEECH & LANGUAGE

Fluency Card Games

Jennifer Preschern, MA, CCC-SLP
  • Ages 8 - 15 years
  • Grades 3 - 10
  • Product Code 37503 ( MR #058132 )

Price $65.00

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*Available while supplies last. (Final Sale)

Motivating card games give students valuable experience in talking about their feelings and practicing a variety of new speech behaviors.

Six different card games facilitate therapy for the emotional, physical, and cognitive aspects of stuttering.  Students practice skills in a fun, comfortable environment with games like Go Fish, War, Pyramid, and more!  The games can supplement any fluency program including a "speak more fluently," "stutter more fluently," and "integrated approach."
 
There are four 54-card decks loaded with relevant stimuli that prompt students to share their feelings and practice speech behaviors:
 
Emotions Deck
Explore personal feelings, feelings about speaking, and how others react to stuttering.
  • What are three things that make you angry?
  • Name one thing that confuses you about the way you speak.
  • What are two things you like about the way you talk?
 
Functional Communication Deck
Talk about and describe situations at school and in the community.  
  • Who is the funniest student in your class?
  • Practice saying, "_________ is the funniest student in my class."
  • Describe a time when something funny happened to you at school.
 
Talk about personal likes and dislikes.
  • What is a fast-food restaurant?
  • What is your favorite fast-food restaurant?  
  • Describe how you place an order at the drive-up window of a fast-food restaurant.
 
Social Communication Deck
Practice speaking in common situations with same-age peers.  Students talk about their family, likes and dislikes, and after-school activities.  
  • How do you get home from school?
  • Ask a friend to come to your home after school.
  • Practice giving directions from your school to your home.
 
Stuttering Awareness Deck
Develop an awareness of stuttering and its characteristics by describing fluent speech, analyzing secondary behaviors, using negative practice and pull outs, and describing reactions to stuttering and teasing.  
  • What do you do when you first feel you are going to stutter?
  • Why is it important to practice pull out in speech class?
  • Describe three positive ways to react to teasing.

  • Instruction Manual

  • Card Sample

  • Copyright 2005