Speech Therapy Forum





Objectives     [back to top]

Receptive Language

Students will identify familiar items/objects when provided with an oral description.  

Expressive Language

Students will describe a given vocabulary word using by using at three relevant attributes, such as color, shape, size, category, or distinctive features.

Fluency and Voice

Students will use continuous phonation and phrasing and pausing at the paragraph level.*


*Note:  This game may also be used to work on light contacts, easy onset of phonation, and controlled rate of speech with your students who stutter.  For voice students, it is also appropriate to use when practicing forward tonal focus and easy onset of phonation.



Product Description     [back to top]

One of the few games where blurting out answers as fast as you can is acceptable and can earn you or your team points.  Pausing until you’re positive is not the best strategy in this game of word racing.  The “defunitions” are real definitions from children’s dictionaries.


Play students one on one, partnered, or teamed.  The roll of the die will indicate to the alternating readers which definition to read and, if answered correctly first, the number of spaces the player or team may move the pawn on the board. 


Players and teams use squares on the board strategically to advance by competing in various definition challenges that increase language opportunities:  “One-on-Ones” word challenge when landing on the same board square and “Name that Word” challenge when a six is rolled. 


When in doubt about who was the first to answer, it is not allowable to argue or squabble.  Instead, another “defunition” is read to keep play racing along.


In some cases I have played this game with students as young as first grade, but it is most appropriate to use with students who are third grade and older if you are working on language goals. 


Therapy in Action     [back to top]

What I really like about this game is that it actually provides the definitions for you.  This is particularly helpful if the students you are working with have problems with defining words.  If the students you are working with are readers, you can have them take turns reading the cards to each other.  In this way, they not only get to work on their reading fluency, but also are learning how good definitions are crafted.


The only challenge to this game is that if you are working with students who have extremely impoverished vocabularies, sometimes the definitions themselves may contain words that they won’t know.  However, because the game is so much fun to play, this problem does not usually cause anyone to want to quit playing!


For fluency students, it is usually easiest to model what you want them to do first by reading one of the definitions to them then letting them copy you.  Once you students understand what you want them to do, this game can provide hours of speech practice.  In fact, this game has proved to be so successful for getting my students to practice their tools, I often recommend that their parents buy a copy to help with home speech practice.    


As an alternative to the players or teams rotating turns to read the cards, either the SLP or a “neutral” student in a leadership role can read the definitions.   


The pressure to blurt out an answer can be removed by having one student answer at a time or having students or teams write the word down and then reveal them together. 


Random guessing can be reduced by playing “Hold that Thought” which eliminates the player or team from taking turns after an incorrect guess. 


Blurt! actually has two levels of play since every card has both a junior version (the blue side of the card) question and an advanced version (the red side of the card).  This feature makes this game ideal for using in group therapy when you have students of different ages or levels of ability.


The cards can also be used independently from the board for vocabulary drills.


Where to Buy >>>  www.areyougame.com/blurt



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About the Author
Speech Therapy
Voice Disorders
Phonological Disorders
Language Therapy
Asking/Answering Questions
Story Telling
Problem Solving
Critical Listening
Word Finding
Cause & Effect
Predicting Outcomes
Comparing & Contrasting
Following & Giving Directions