Speech Therapy Forum


Headbanz for Kids

Hedbanz for Kids 


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 sentence 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, breath support, and easy onset of phonation.


Product Description     [back to top]

Headbanz is great to use with your students who can’t yet read because it uses pictures to encourage students to use their describing skills.  As you can see from the picture above, this game gets it’s name from the headbanz students wear while play it!  This game comes with many brightly colored pictures of animals and common objects and six Headbanz.  It also comes with a timer and game tokens, although I don’t use these very often.

Each student gets a turn to wear the headband and guess what is on their picture.  I usually let the youngest student wear the headband first.  If you are doing group therapy, you might let students take turns giving descriptions instead of playing one on one.  After the student has guessed the picture on the headband, other members of the group get their turn to wear the headband and guess about the picture.    

In some cases I have played this game with students as young as 5 years, but it is most appropriate to use with students who are first grade and older if you are working on language goals.      

Since this game requires no reading, it is also appropriate to use with your bilingual students.


Therapy in Action     [back to top]

I love using Headbanz in therapy because it is so much fun to play… and it requires no reading!  Most of the time, I will use this game along with a describing chart, especially with students who have a great deal of trouble with this skill. 

For therapy, it is pretty straightforward.  One student puts on the headband and the others try to describe what the picture is.  If this skill is particularly difficult for the ones who are trying to describe, I will often give them binary choices or whisper the sentence they are supposed to say to them and let them repeat it to the headband wearer.  As soon as the item is guessed, the students trade places and a different student becomes the headband wearer. 

One variation to make the games more difficult is to play the game as you would the game Taboo.  Instruct students that they must describe the picture without using certain words.  For example, if the students are trying to describe a picture of a cat, you might instruct them that they may not use the words: meow, animal, or whiskers. 

If you are using a point or check system for behavior management, I would give a check or point for every good description and one for each correctly guessed picture.

For fluency students, it is usually easiest to model what you want them to do first by describing one of the pictures using slow and easy speech, pausing, or whatever technique you are targeting with them in therapy and then have them copy you.  (I NEVER use the timer with my fluency students!)

Once you students understand what you want them to do, this game can provide hours of speech practice.  This is also an excellent game for students to play at home with their parents since it works on several skills at once.    

The cards can also be used independently for drills or to practice describing skills.

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


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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