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"@type": "Organization",
"name": "DYNSEO",
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{
"@type": "Question",
"name": "Comment varier pour ne pas lasser l'enfant ?",
"acceptedAnswer": {
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"text": "Le secret est de changer l'habillage sans changer la règle de douceur. Le même chemin — des mains vers la bouche — peut se vivre en grimaces devant un miroir, en histoire inventée, en dînette avec une peluche, en pique-nique, en bruits rigolos ou en jeu de famille. Alternez les activités d'un jour à l'autre, laissez l'enfant choisir, et gardez toujours une nouveauté ludique en réserve. Ce qui lasse, ce n'est pas la carte : c'est la répétition à l'identique et l'impression d'un exercice. Dès que le jeu redevient jeu, l'envie revient."
}
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"@type": "Question",
"name": "Que faire quand l'enfant refuse complètement ?",
"acceptedAnswer": {
"@type": "Answer",
"text": "Un refus n'est pas un échec, c'est une information. On redescend d'abord à une étape sans aucun contact : regarder la carte, choisir un picto, faire une grimace, souffler une plume. On raccourcit à deux ou trois minutes, on termine sur un moment agréable et on remet au lendemain. On négocie la durée plutôt que le principe : « on regarde juste la carte et on s'arrête ». Si le refus concerne l'alimentation et s'aggrave, ou s'accompagne d'autres signes, ce n'est plus une question de motivation : il faut en parler à l'orthophoniste, à l'ergothérapeute ou au médecin qui suit l'enfant."
}
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"@type": "Question",
"name": "Combien de temps par jour, et pendant combien de temps ?",
"acceptedAnswer": {
"@type": "Answer",
"text": "Quelques minutes suffisent : deux à dix minutes par jour, toujours mieux qu'une longue séance hebdomadaire. C'est la régularité, pas la durée, qui installe la confiance et le progrès. Certains jours, regarder la carte ensemble trente secondes est déjà une belle séance. Quant à la durée globale de l'accompagnement, elle dépend entièrement de chaque enfant, de son histoire et de ses besoins : il n'existe aucun délai type, et se comparer à un calendrier n'a pas de sens. L'orthophoniste ou l'ergothérapeute qui suit l'enfant vous aidera à ajuster le rythme dans la durée."
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"name": "Peut-on utiliser la carte en groupe ou en fratrie ?",
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"text": "Oui, et c'est souvent très aidant. Voir un frère, une sœur ou d'autres enfants jouer avec leur bouche — grimaces, bruits, souffles — dédramatise énormément et donne envie d'essayer par imitation. Trois formats fonctionnent bien : le parcours chacun son tour, le jeu du chef d'orchestre où l'enfant mène les autres, et la chasse aux bruits en équipe. La seule règle d'or : aucune comparaison ni compétition. L'enfant concerné doit rester libre de seulement regarder, choisir son étape et s'arrêter, sans jamais être mis en difficulté devant les autres."
}
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"name": "À partir de quel âge, et jusqu'à quand ?",
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"text": "La carte s'adapte largement selon l'enfant plutôt que selon un âge précis : on ajuste le vocabulaire, le rythme et la forme du jeu. Pour les plus petits, on privilégie l'imitation, les peluches et les histoires ; pour les plus grands, on peut nommer davantage, raconter et mener soi-même les jeux. Ce qui compte n'est pas l'âge sur le papier mais le niveau de confort de l'enfant. Pour savoir si l'outil convient à votre situation, et pour fixer les objectifs, appuyez-vous toujours sur l'orthophoniste, l'ergothérapeute ou le médecin qui accompagne l'enfant : eux seuls peuvent poser un cadre adapté."
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Oral desensitization card: 12 activity ideas and variations to never get bored
The oral desensitization card is often used once, shown to the child, then put away in a drawer : we don't really know what to do with it in the following days. It's a shame, because its whole interest lies in gentle repetition, day after day, in play and without pressure. This article brings together twelve activities with the oral desensitization card, each described with its objective, duration, procedure, an easier variation, and a more difficult variation, plus a concrete sign that shows the child is progressing. The idea : always have a new way to revisit the card to never bore either the child or the adult accompanying them.
For the reader who has never seen it to picture it: it is a printable visual support that presents an illustrated progression, from the farthest from the mouth to the closest, step by step — the hands, the cheeks, the lips, the outline, then the inside. Each step is symbolized by a simple and colorful pictogram. The child sees at a glance “where we are,” what comes next, and especially that they can stop whenever they want. The card never replaces the support of a speech therapist, an occupational therapist, or a doctor: it makes visible and predictable a path that, without it, would remain vague and sometimes distressing.
The essentials in 30 seconds
An oral desensitization card is experienced through daily play, never through constraint. Three principles hold everything: the child guides, we move forward in small steps, we stop before discomfort.
- The child decides — they show the step of the day and say “stop.” This control is what calms and brings them back.
- Short and often — a few minutes each day are much better than a long session once a week.
- Always through play — making faces, playing house, stories, funny noises: the card is a play support, not an exercise to succeed.
- Vary to avoid boredom — same path, different angles: we change the dressing, never the rule of gentleness.
- A professional framework — the objectives, textures, and rhythm are decided with the speech therapist or occupational therapist who follows the child.
Before starting: 4 guidelines to never force
All the ideas that follow are based on the same rule: the mouth is an intimate area, and the child who is wary of it has good reasons to do so. Nothing durable is ever achieved through surprise or insistence. Everything is achieved through predictability, play, and respect for rhythm. These four guidelines apply to all twelve activities.
The child holds the command
They show the step on the card, they place their hand on yours, they say “again” or “stop.” We never surprise their face.
One tiny step at a time
We stay a long time on a comfortable step before proposing a new one. Taking a step back is not a failure, it is the normal way to progress.
We stop while things are going well
We finish on a success and good humor, never on crying or refusal. A session that ends well makes you want to do the next one.
We observe and we transmit
One line per day: which step, which reaction. These notes serve the speech therapist and the occupational therapist to adjust what is proposed.
Oral desensitization sometimes concerns children with feeding difficulties, sensory hypersensitivity, a disorder on the autism spectrum, or particular medical histories. Certain steps, textures, or foods may be discouraged — risk of choking, reactions, specific diet. The activities below are accompanying games, not a medical protocol: show this list to the speech therapist or occupational therapist who follows the child, and follow their instructions. At any sign of distress, pain, or difficulty swallowing, stop and consult a doctor.
Tame and discover
The first three activities require no contact with the mouth. They serve to make the card familiar and reassuring, so that it becomes an expected play object rather than a signal of concern. You can stay with them for several days: this familiarization time is never wasted.
The tour of the card
- Objective — make the support familiar and predictable, with no expectation of contact. We establish the idea that we know the path in advance.
- Duration and material — 3 to 5 minutes, the printed card laid flat between you, in a quiet place.
- Procedure — we look together at each pictogram, point to it, and name: “there are the hands; there are the cheeks; all the way at the end, the mouth.” We also say and especially: “we will go as far as you want, and we can stop whenever you want.”
- Easier — only look at the first two or three steps, those that are far from the mouth, and leave the card next to you without expecting anything.
- Harder — ask the child to recount the journey themselves, in order, while showing each step.
- Sign that it works — the child comes to get the card by themselves, or recognizes it and smiles when you take it out.
The "I choose" game
- Objective — give the child the power to decide, which is the best driver of engagement. We also work on the notion of choice.
- Duration and material — 3 to 5 minutes, the card and, if you wish, the wheel of choices DYNSEO to materialize the decision.
- Procedure — “You choose today’s step.” The child places their finger on a pictogram. We only do that one, we praise the choice, we stop. The key message: choosing little is very good.
- Easier — offer only two steps that are very far from the mouth to choose between: “the hands or the cheeks?”
- Harder — the child chooses two steps and decides the order, then explains why.
- Sign that it works — the child spontaneously chooses a step a little closer to the mouth than yesterday, without being prompted.
The mirror of grimaces
- Objective — gently mobilize the face and mouth through play, without any imposed contact, and relax the atmosphere around the oral area.
- Duration and materials — 5 minutes, a mirror, possibly the facial expression decoder to suggest facial expressions.
- Procedure — facing the mirror, we imitate grimaces: puffing out cheeks, sticking out the tongue, blowing a big kiss into the air, showing teeth like a lion. The adult goes first, the child imitates if they want. We laugh, that's the goal.
- Easier — the child only watches the adult grimace, without imitating, then points to the grimace they prefer.
- Harder — chain a small series of grimaces in order, or invent their own grimace and have others guess it.
- Sign that it works — the child initiates a new grimace themselves, or touches their own cheeks and lips spontaneously during the game.
Playing with sensations
We are now approaching sensations, always allowing the child to lead. Nothing that follows is imposed: the child first explores with their hands, then, if they wish, gets closer to the face. The textures, temperatures, and foods offered must have been validated in advance by the professional following the child; we cannot guess what is appropriate.
The basket of textures, in the hands first
- Objective — gradually get used to the contact of different materials, starting far from the mouth, where it is easiest to accept.
- Duration and materials — 5 to 10 minutes, a small basket of various soft materials chosen with the professional (fabrics, sponge, soft brush), the card next to it to indicate "where we are".
- Procedure — the child touches each material with their hands, describes what they feel, chooses the one they like. If they want, they bring the material to their arm, then to their cheek: never the other way around. Each step forward is at their initiative.
- Easier — stay only with the hands, without ever moving towards the face: this is already a complete step.
- Harder — the child brings a soft material to their lips for a second, then removes it, at their own pace.
- Sign that it works — the child tolerates contact for longer, or requests a material they refused the day before.
The temperature journey
- Objective — familiarize with sensations of warmth and mild coolness, frequent sources of apprehension, in a playful and safe environment.
- Duration and materials — 5 minutes, everyday objects at moderate and safe temperatures (a spoon just taken out of a cupboard, another passed under warm water), according to the professional's instructions.
- Procedure — the child first touches with the back of the hand, guesses “ rather cool or rather mild ? ”, then, if they wish, brings the object closer to their cheek. We always stay within gentle and comfortable temperatures ; at the slightest discomfort, we remove it.
- Easier — guess the temperature only with the hand, without ever bringing it close to the face.
- Harder — associate each sensation with a word or an image, then anticipate : “ in your opinion, how will this one feel ? ”
- Sign it’s working — the child spontaneously names the sensation and accepts to bring it a little closer to the face without tensing up.
The mouth sound hunt
- Objective — move the lips, tongue, and breath through sound play, with no contact, while gently working on the oral sphere.
- Duration and materials — 5 minutes, nothing or almost : a straw and a feather to blow, possibly the voice scale to play with volume.
- Procedure — we make funny sounds : click the tongue like a horse, make a “ pop ” with the lips, blow to make a feather move, imitate the wind. The adult initiates, the child takes over if they want.
- Easier — the child listens and guesses what sound you are making, without reproducing it.
- Harder — chain a little melody of sounds, or blow the feather as far as possible and measure the progress.
- Sign it’s working — the child invents their own sounds and plays with their mouth without thinking about it, in enjoyment.
The oral desensitization card, available for free download and printing
The complete support, illustrated and ready to use : step-by-step progression, pictograms, and the “ yes / stop ” marker. Free, printable, accessible online without creating an account.
Download the card for freeActivities with the oral desensitization card to name and communicate
The card is not just a sensory path : it is a wonderful support for language and communication. Naming the steps, telling a story around them, saying “ yes ” or “ stop ” — all of this puts words to sensations that, without language, remain unsettling. These three activities are also suitable for children who are minimally or non-verbal, provided that words are associated with images and gestures.
Name the steps
- Objective — enrich the vocabulary of the body and sensations, and give the child the words to express what they are experiencing.
- Duration and materials — 5 minutes, the card and, for non-verbal children, the MY DICTIONARY app that pairs images and words for communication.
- Procedure — we point to a pictogram and look for the words together: the cheek, soft, tickles, it stings, I like it, I don't like it. We accept all the child's words, even if they are approximate. We do not correct: we gently rephrase.
- Easier — the child points to the image when you name the word.
- Harder — the child makes a small sentence: “the brush on the cheek, it tickles and I like it.”
- Sign that it works — the child uses a sensation word on their own, during a meal or another activity.
The story of the brave mouth
- Objective — de-dramatize through storytelling, give meaning to the journey, and instill the idea that progressing is an adventure, not a trial.
- Duration and materials — 5 to 10 minutes, the card as the thread of the story, possibly conversation cards to prompt the narrative.
- Procedure — we invent together the story of a character who, like the child, tames their mouth step by step: they start with their hands, they are a little scared, they move slowly, they are proud. The child completes and chooses the next part.
- Easier — the adult tells the story, the child listens and shows the corresponding step on the card.
- Harder — the child tells the story themselves, or draws it, or acts it out with a stuffed animal.
- Sign that it works — the child spontaneously picks up the story and identifies with the “brave” character.
The “yes / stop”
- Objective — learn to express agreement and refusal clearly, and ensure that this signal is always respected: it is the key to trust.
- Duration and materials — 5 minutes, two cards “yes” and “stop”, or the emotion thermometer to locate feelings.
- Procedure — before each step, the child shows “yes” to continue or “stop” to halt. We respect the “stop” immediately, without negotiating, without sighing. It is this reliability that enables the child to say “yes” more often, later.
- Easier — a simple agreed gesture is enough: thumbs up to continue, open hand to stop.
- Harder — the child nuances: “yes but less strong”, “one more time then stop”.
- Sign that it works — the child says “yes” more and more often, because they know that their “stop” will always be heard.
Towards the meal and the pleasure of the mouth
These last three activities gently and playfully prepare the connection with the meal — without ever turning the mealtime itself into a work session. We look, we feel, we play: we never ask to taste or swallow. Any questions about textures, foods, and safety at the table are the responsibility of the speech therapist, occupational therapist, or doctor following the child.
The picnic of discoveries
- Objective — to tame foods by sight and smell, away from any obligation to eat, to diffuse apprehension even before the meal.
- Duration and materials — 10 minutes, a few selected foods with the professional, a tablecloth laid on the ground for the "picnic" atmosphere.
- Procedure — we set up the foods, we look at them, we describe them, we smell them. The child touches them if they want, brings them closer to their face if they want. No instruction to taste: the only rule is that we can observe everything without swallowing anything.
- Easier — just looking and naming, without touching.
- Harder — the child brings a food to their lips to smell it more closely, at their initiative and according to the professional's instructions.
- Sign that it's working — the child accepts the presence of a food that previously caused refusal or withdrawal.
The tea set and symbolic play
- Objective — to reenact the route of the card on a stuffed animal or a doll, which allows the child to understand and master without being personally involved.
- Duration and materials — 10 minutes, a tea set, a stuffed animal or a doll, the card next to it as a guide.
- Procedure — it is the stuffed animal that "learns": the child shows it the steps, asks if it agrees, respects its "stop". By taking on the role of the caring adult, the child internalizes the process.
- Easier — the adult plays the scene, the child watches and gives instructions to the stuffed animal.
- Harder — the child stages a complete little story: the stuffed animal is scared, then dares, then is proud.
- Sign that it's working — the child spontaneously transposes to themselves what they made the stuffed animal experience.
The pre-meal ritual
- Objective — to establish a short and predictable little ritual just before sitting down to eat, to approach the meal more relaxed.
- Duration and materials — 2 to 3 minutes, the card, always in the same place, before each relevant meal.
- Procedure — we do a single step, always the same, very easy: for example, blowing three times, or running hands under warm water and placing them on the cheeks. The ritual is short, identical, reassuring. It signals "now, we are going to eat, and everything is calm".
- Easier — the ritual is limited to looking at the card together and saying a predetermined calming phrase.
- Harder — the child chooses and leads the ritual themselves, and explains it to another family member.
- Sign that it's working — the child requests the ritual, or arrives at the table visibly more relaxed than before.
A progression in 3 levels
Twelve activities is a lot: how to know where to start and when to advance? Here is a simple progression in three levels. One only changes levels when the previous one is experienced with pleasure and serenity, never according to a schedule. Regressing to a lower level at a difficult moment is perfectly normal: progression is not a ladder that one climbs once and for all, but a movement that goes back and forth.
| Level | What we aim for | Adapted activities |
|---|---|---|
| 1 — Tame | Make the card familiar, no expectation of contact, the child gains confidence | The tour of the card, the "I choose" game, the mirror of grimaces, the "yes / stop" |
| 2 — Explore | Accept sensations, first with the hands, then towards the face at the child's initiative | The texture basket, the temperature course, the sound hunt, naming the steps |
| 3 — Get closer to the meal | Create a calm connection with food and mealtime, always without obligation to taste | The picnic of discoveries, the symbolic tea set, the pre-meal ritual, the story of the brave mouth |
Three minutes every day is better than fifteen minutes once in a while. Regularity creates security, and security allows for daring. Always keep in mind that the only "performance" that matters is the shared pleasure: a relaxed child progresses, a pressured child shuts down.
Playing together, in siblings and in groups
The card takes on another dimension with several people. The presence of a brother, sister, or other children de-dramatizes, creates training, and transforms a potentially tense moment into a collective game. On one condition: that no comparison or competition arises. The child involved must remain in control of their pace, never put in difficulty in front of others.
The family course, each in turn
- Principle — each, in turn, chooses a step from the card and does it their way: a grimace, a sound, a texture touched with the hand. Adults and siblings also play, for real.
- Why it helps — seeing others do it, and sometimes hesitate too, shows the child that they are neither alone nor "abnormal". Imitation among children is a powerful driver.
- To watch out for — we never compare levels and do not expect the child involved to do "as much" as others. Everyone goes where they want.
The conductor's game
- Principle — the child becomes the conductor: they show a step on the card, and the whole family executes it at the same time — sticking out the tongue, making "pop", puffing up cheeks. Then they change the step.
- Why it helps — in the leader position, the child experiences the card as a game they control. Making others do what they propose strengthens their confidence and sense of mastery.
- To watch out for — we really follow their instructions, even when they are silly: it is the respect for their authority as "conductor" that makes all the difference.
The noise hunt in teams
- Principle — in a small group, we take turns inventing a mouth sound that others must imitate. You can play with the conversation cards to add riddles.
- Why it helps — collective laughter diffuses the tension around the mouth better than any instruction. The child participates without feeling observed.
- To watch out for — the child concerned retains the right to only listen and guess, without making a sound, as long as they do not wish to.
Free resources and the role of digital
The oral desensitization card can be downloaded and printed freely from the DYNSEO tools catalog, without creating an account. A few other resources from the same "communication and social" family complement the activities described here: they share the same visual logic, simple and reassuring.
- Emotion thermometer — to help the child locate and express their feelings before and after a step.
- Choice wheel — to materialize the decision and give the child the power to choose the activity of the day.
- Facial expression decoder — a valuable ally for the grimace mirror and facial work.
- Conversation cards — to revive language and stories around the card.
- Voice scale — to play with volume during the mouth noise hunt.
Digital can extend these games, without ever replacing them. For children who are minimally or non-verbal, the MY DICTIONARY app combines images and words to communicate a need or feeling on a daily basis: a useful support to say "yes", "stop" or name a sensation. For younger children who enjoy playing on a tablet, the CLINT app and the DYNSEO game universe offer language and attention activities, to be dosed sparingly and away from the evening. You can also explore the tests and assessments to better understand the needs. The good principle remains the same as for the card: short, regular sessions, in enjoyment.
Mistakes to avoid
Some reflexes, often well-intentioned, can hinder the child or create lasting apprehension. Identifying them is already a way to avoid them.
- Going too fast. Wanting to "move forward" because one day went well is the best way to make everything regress. We stay long on what is comfortable.
- Touching by surprise. Approaching the hand to the face without warning betrays trust in an instant. We always announce, we let the child lead.
- Negotiating the "stop". "Just one more time" after a refusal teaches the child that their "stop" does not count. Respected immediately, it becomes the foundation of trust.
- Turning every meal into a session. Mealtime should remain a moment of sharing, not an exercise. Activities are done outside, in play.
- Comparing and waiting for a result. "Your brother can do it," "at your age, we should": these phrases weigh heavily. Every child has their own pace, and comparison only adds pressure.
- Continuing alone in the face of a worrying sign. Worsening food refusal, weight loss, difficulty swallowing, distress: these are not subjects for play. We talk about them with the doctor, speech therapist, or occupational therapist.
- Let the child show the step and say “ stop ”.
- Announce each gesture before doing it.
- End on a success and a smile.
- Note one line per day for the professional.
- ❌ To avoid : approaching the face without warning.
- ❌ To avoid : insisting after a refusal.
- ❌ To avoid : forcing to taste or swallow.
- ❌ To avoid : comparing the child to others.
To go further
User manualOral desensitization card : the step-by-step user manual to get started
Adapt to eachFor which profiles, and how to adapt the oral desensitization card to each child
Measure progressTrack progress and combine the card with other supports
Frequently asked questions
How to vary to avoid boring the child ?
The secret is to change the presentation without changing the rule of gentleness. The same path — from hands to mouth — can be experienced through making faces in front of a mirror, telling a made-up story, playing with a stuffed animal, having a picnic, making funny noises, or playing family games. Alternate activities from one day to the next, let the child choose, and always keep a playful novelty in reserve. What becomes boring is not the card : it's the identical repetition and the impression of an exercise. As soon as the game becomes a game again, the desire returns.
What to do when the child completely refuses ?
A refusal is not a failure, it's information. First, step back to a stage with no contact : looking at the card, choosing a pictogram, making a face, blowing a feather. Shorten to two or three minutes, end on a pleasant moment, and postpone to the next day. Negotiate the duration rather than the principle : “ we'll just look at the card and stop ”. If the refusal concerns food and worsens, or is accompanied by other signs, it is no longer a question of motivation : you need to talk to the speech therapist, occupational therapist, or doctor who is following the child.
How much time per day, and for how long ?
Just a few minutes are enough : two to ten minutes a day, always better than a long weekly session. It is the regularity, not the duration, that builds trust and progress. Some days, looking at the card together for thirty seconds is already a great session. As for the overall duration of the support, it entirely depends on each child, their history, and their needs : there is no standard timeframe, and comparing to a calendar makes no sense. The speech therapist or occupational therapist who is following the child will help you adjust the pace over time.
Can the card be used in a group or with siblings ?
Yes, and it is often very helpful. Seeing a brother, sister, or other children play with their mouths — making faces, noises, blowing — greatly de-dramatizes and encourages trying through imitation. Three formats work well : taking turns, the conductor game where the child leads others, and a team sound hunt. The only golden rule : no comparisons or competition. The child involved must remain free to just watch, choose their step, and stop, without ever being put in difficulty in front of others.
From what age, and until when ?
The card is largely adapted according to the child rather than a specific age : we adjust the vocabulary, pace, and form of the game. For the youngest, we prioritize imitation, stuffed animals, and stories ; for older ones, we can name more, tell stories, and lead the games ourselves. What matters is not the age on paper but the child's level of comfort. To know if the tool suits your situation, and to set goals, always rely on the speech therapist, occupational therapist, or doctor who supports the child : only they can establish an appropriate framework.
These activities are general-purpose accompanying games. They do not replace the care of a speech therapist or an occupational therapist, nor do they provide medical advice. Have what is suitable for your child validated by the professional who follows them, apply their instructions, and in case of any signs of suffering, pain, or difficulty swallowing, contact a healthcare professional ; in case of emergency, call the emergency services in your country.
Download the oral desensitization card and start your activities today
With its twelve activity ideas and variations, the oral desensitization card becomes a game support that you never tire of using : free, printable, accessible online without an account. To deepen the approach, also discover the DYNSEO training courses as an extension.
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