I am thrilled to share another guest post by Kelly Rholes. Kelly is a fabulous Speech Therapist who integrates game play into her practice to engage young players and make learning fun and meaningful! In a previous post she described ways to use Zingo! to support her clients, and here she dives into Snack Attack!, sharing creative ways to use game play to target a range of different learning needs:
This game is FULL…let me say it again…FULL of options for targeting So many speech and language goals. I have created a few of these into a list that may help you when you want a new way to play this game, or when you need a new way to target a goal!
First of all, this game is just great fun, overall. I’ve played it with many of my kiddos and they all enjoy it and ask to play it again and again! They especially love spinning the tube that holds the tokens.
If you’re working on subjective pronouns (he/she):
*If your child needs to work on “he”, find a boy to play with you, and if your child needs to practice “she”, find a girl. (This obviously may be a little difficult depending on your situation. Play the game as you normally would except with this twist: Each child will play the other child’s card. The children will call out to you what the other person has. Have the child use the carrier phrase, “S/he has ____” to ensure the use of the pronoun. For example, Bobby needs to work on “she”. Bobby is playing with Sarah. The spinner will be spun, and Bobby will look at Sarah’s card. Sarah has popcorn, and popcorn is available on the game piece. Bobby will yell, “She has popcorn!” Sarah will then put popcorn on her card, and the game continues like this.
*You can play this way for pronouns I/you have. Also, consider targeting has/have if you child has trouble with this “be” verb and tweak the rules based on the child’s ability to follow new rules/skill level.
*Another quick way to target pronouns is to look at the front of the box the game comes in and discuss what each child has on his/her card.
If you’re working on imitation:
* Put some beans or rice in the tube, and close both ends. Shake the beans/rice and hand it to your child. You can even add words or sounds when you shake. For example, “shake, shake, shake!”
* Use the game piece and the tube, but leave the tube empty. Spin the tube and say, “weeeee!” Wait for the child to take a turn, or help the child imitate you by guiding his hand.
If you’re working on requesting:
* Place a small reinforcer in the tube. Close the tube. Then, show the child the tube. If the child is young, it will probably be hard for him to open the tube; therefore, he will need help opening it. If he’s reinforced enough, he will communicate in some way to let you know he wants it. (Keep in mind this may be crying!) Provide him with a model so that he can imitate you to request at his skill level.
If you’re working on memory:
* Lay target number of tokens out in front of the child. Name them or have the child name them. The child then closes his eyes. Take one of the tokens away. The child will open his eyes and guess which one is missing.
If you’re working on phonological awareness:
* Lay target number of tokens in front of the child. Make sure you have different tokens. Tell the child to give you the one that starts with __. Letters you will be able to target: a, c, g, i, m, p, s. There are 12 different food items. Some start with the same letter. You could also have the child give you the foods that start with the same letter. Another game you could play is to have the child make up a silly (nonsense) word that rhymes with whichever food item you hand him or he draws from the pile.
If you’re working on articulation:
These are for specific sounds:
/g/: I got _______! (The child will use this simple sentence when he finds a food on the game board that matches on his plate.)
/h/: I have ______! (The child will use this simple sentence when he finds a food on the game board that matches on his plate.)
/s/: I see ______! (The child will use this to name the food items once the tube has been spun around the entire game board.)
/f/: I found _______! (The child will use this simple sentence when he finds a food on the game board that matches on his plate.)
/l/: I like/don’t like to eat _____! (The child will use this to talk about the foods on the game board or on his plate.)
If you need this as a reinforcer:
Obvious? The game itself is a reinforcer, but a way you can use this and still target your goals (when targeting them other ways) is to have the child perform the target activity, then take a turn with the game. A turn can mean spinning the tube once and playing until he can no longer play.
If you’re working on ANYTHING:
(answering questions, following directions, speech sounds, etc, etc, etc!)
Use this template if you want or make your own: Colored circles for Snack Attack
Cut out the circles and tape them down over the small circles inside the holes where the food lands once the tube has passed over it. Confusing? Here’s a picture. P.S. To make your own circles, use whatever program you want but make sure the circles measure 7/8 of an inch.
*(Best for 2 players, not including you) Make one colored circle and put a thin thin layer of sticky tack on the back of it. Place it randomly on one of the circles of the game board. Have the children close their eyes. Spin the tube so that the tokens cover up the circles. The children play as they normally would except if someone grabs a food item with a red circle underneath, he must put that token back into the tube. Once that round is finished and the children can no longer play, pick up the tokens that could not be played, move the red circle to another spot, and spin the tube to cover the holes again.
* Put a different colored circle in each of the holes. Have the child spin the empty tube and see where it lands. The color that he lands on is the coordinating color card (that you already made) in which he has to do. These pre-made cards will correspond with your target goals. So, if you have a following directions goal, he will have to perform the activity that the card states.
Here is an example of pre-made cards with a following directions goal: Following Directions
If you need to work on body parts or clothing, make your cards correspond to pointing to body parts.
If you’re working on specific question types (i.e. “who”), make your cards fit that goal (i.e. “Who delivers mail?”, “Who do you see when you’re sick?”, “Who takes care of sick animals?”, “Who cuts your hair?”)
* Put different colored circles in each of the holes. Play the game as you normally would. Each time a token is picked up, the child must remember the color underneath it. When one round is finished, the child has to repeat the colors in the order he picked up the tokens.
You are not limited to just colors. You can put numbers on your circles (provided as a template) and make up your own games. You would write target letters and work on speech sounds that the empty tube lands on after it has been spun. If working on basic reading and/or phonological awareness, have the child spin the empty tube and read the word it lands on and/or think of another word that starts with that letter and/or rhymes with the word.
If you’re working on patterns:
There are 12 different food items and 11 of each one. Use only the tokens for this. Lay them out to make a pattern (i.e. peanut, peanut, cheese…) Have the child finish your pattern or make his own. You could also make a pattern, then remove one of the tokens. The child must figure out which part of the pattern is missing and replace the token with the correct food item.
If you want the child to answer questions about the foods:
Play the game as you normally would. When one round is finished, look at the child’s plate and ask him a question about one of the foods. Here is an example sheet of questions you can use: Asking Questions
That is all!