{"id":583483,"date":"2026-05-04T22:08:19","date_gmt":"2026-05-04T20:08:19","guid":{"rendered":"https:\/\/www.dynseo.com\/activites-et-jeux-pour-orthophoniste-15-ressources-gratuites-pour-le-cabinet-2\/"},"modified":"2026-05-04T22:15:17","modified_gmt":"2026-05-04T20:15:17","slug":"activities-and-games-for-speech-therapists-15-free-resources-for-the-office","status":"publish","type":"post","link":"https:\/\/www.dynseo.com\/en\/activities-and-games-for-speech-therapists-15-free-resources-for-the-office\/","title":{"rendered":"Activities and Games for Speech Therapists: 15 Free Resources for the Office"},"content":{"rendered":"<p>[et_pb_section fb_built=&#8221;1&#8243; admin_label=&#8221;Article HTML&#8221; _builder_version=&#8221;4.16&#8243; custom_padding=&#8221;0px||0px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_row admin_label=&#8221;Contenu&#8221; _builder_version=&#8221;4.16&#8243; width=&#8221;100%&#8221; max_width=&#8221;100%&#8221; custom_padding=&#8221;0px||0px||false|false&#8221; 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}\n}<\/p>\n<\/style>\n<p><script>\nfunction imprimerFiche(elementId) {\n  \/\/ Retire la classe \"printing\" de toutes les fiches\n  document.querySelectorAll('.fiche-printable').forEach(function(f) {\n    f.classList.remove('printing');\n  });\n  \/\/ Ajoute la classe \u00e0 la fiche cible\n  var fiche = document.getElementById(elementId);\n  if (fiche) {\n    fiche.classList.add('printing');\n    setTimeout(function() {\n      window.print();\n      setTimeout(function() {\n        fiche.classList.remove('printing');\n      }, 100);\n    }, 100);\n  }\n}<\/p>\n<p>\/\/ Scroll fluide vers les fiches depuis le sommaire (compense le header WordPress)\ndocument.addEventListener('DOMContentLoaded', function() {\n  document.querySelectorAll('.fiches-index a[href^=\"#fiche-\"]').forEach(function(link) {\n    link.addEventListener('click', function(e) {\n      e.preventDefault();\n      var targetId = this.getAttribute('href').substring(1);\n      var target = document.getElementById(targetId);\n      if (target) {\n        \/\/ Calcule l'offset en tenant compte d'un \u00e9ventuel header fixe\n        var offset = 100;\n        var bodyRect = document.body.getBoundingClientRect().top;\n        var elementRect = target.getBoundingClientRect().top;\n        var elementPosition = elementRect - bodyRect;\n        var offsetPosition = elementPosition - offset;<\/p>\n<p>        window.scrollTo({\n          top: offsetPosition,\n          behavior: 'smooth'\n        });<\/p>\n<p>        \/\/ Met \u00e0 jour l'URL (ancre dans la barre d'adresse)\n        history.pushState(null, null, '#' + targetId);<\/p>\n<p>        \/\/ Effet visuel : surligne la fiche pendant 2 secondes\n        document.querySelectorAll('.fiche-printable').forEach(function(f) {\n          f.classList.remove('fiche-highlight');\n        });\n        setTimeout(function() {\n          target.classList.add('fiche-highlight');\n          setTimeout(function() {\n            target.classList.remove('fiche-highlight');\n          }, 2000);\n        }, 600);\n      }\n    });\n  });\n});\n<\/script><\/p>\n<div class=\"dbi-art-ff95cf\">\n<!-- META SEO\nMeta title : Activities and Games for Speech Therapist: 15 Free Resources for the Office\nMeta description : 15 free activities for speech therapists: quick assessments, vocabulary sheets, syntax, memory, executive functions, communication. Printable PDFs.\n--><\/p>\n<div class=\"dynseo-article\">\n<h1>Activities and Games for Speech Therapist: 15 Free Resources for the Office<\/h1>\n<div class=\"dynseo-intro\">\n<pee><strong>You are a speech therapist<\/strong> and you are looking to enrich your office with new playful and therapeutic activities? You are starting your practice and want to quickly build a complete toolbox without spending hundreds of euros on materials? You are replacing a colleague and need ready-to-use materials for next week?<\/pee>\n<pee>This article has been designed for you. We have gathered <strong>15 free activities and games<\/strong> that you can print immediately and use in your next session. Each sheet targets a specific area (oral language, written language, memory, attention, executive functions, communication) with instructions, materials, procedures, and clinical advice. Click on &#8220;Print this sheet&#8221; to download as PDF.<\/pee>\n<\/div>\n<h2>Why diversify your activities in the office?<\/h2>\n<pee>Speech therapists know that <strong>diversifying materials<\/strong> is one of the keys to therapeutic engagement. A patient who encounters the same exercises in each session becomes bored, loses motivation, and progresses less. In contrast, an office that offers a <em>variety of games and activities<\/em> stimulates attention, renews motivation, and allows targeting multiple aspects of a disorder.<\/pee>\n<pee>This diversification is not just a matter of motivation: it also has a <strong>neuroscientific basis<\/strong>. Brain plasticity is maximized when stimuli are varied and progressive. The same cognitive domain (for example, working memory) can be worked on through different materials (visual, auditory, kinesthetic), which multiplies recovery pathways.<\/pee>\n<pee>Finally, from a pragmatic standpoint, having a <strong>well-stocked activity bank<\/strong> allows for responding to unforeseen situations: a patient who does not engage with the planned activity, an extended session, a younger sibling attending, etc. It is better to have 30 sheets in your drawer and use only 10 than the reverse.<\/pee>\n<h3>What activities for which patient?<\/h3>\n<pee>The 15 sheets proposed in this article cover the <strong>main areas of speech therapy intervention<\/strong>:<\/pee>\n<ul>\n<li><strong>Articulation and phonology<\/strong> (3 sheets): for children with speech delays, phonological dyslexia, dysarthria<\/li>\n<li><strong>Vocabulary and semantics<\/strong> (3 sheets): for oral language disorders, word-finding difficulties, aphasia<\/li>\n<li><strong>Comprehension and written production<\/strong> (3 sheets): for dyslexia, dysorthographia, post-Stroke rehabilitation<\/li>\n<li><strong>Memory and executive functions<\/strong> (3 sheets): for ADHD, neurodegenerative pathologies, adult cognitive disorders<\/li>\n<li><strong>Communication and pragmatics<\/strong> (3 sheets): for autism, severe aphasia, alternative communication<\/li>\n<\/ul>\n<pee>To structure your care and track progress, remember that DYNSEO offers you several <strong>professional tools<\/strong> for free, including the <a href=\"https:\/\/www.dynseo.com\/nos-outils\/fiche-suivi-seance\/\">session tracking sheet<\/a>, the <a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-suivi-competences\/\">skills tracking chart<\/a>, and the <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/liaison-booklet\/\">speech therapist-family liaison notebook<\/a>. These documents complement the activity sheets presented here perfectly.<\/pee>\n<div class=\"fiches-index\">\n<h3>\ud83d\udccb Summary of the 15 office activities<\/h3>\n<pee style=\"margin: 8px 0 0 0; font-size: 0.95em; color: #666;\">Click on an activity to access it, then click on &#8220;Print this sheet&#8221; to download it.<\/pee>\n<div class=\"index-grid\">\n  <a href=\"#fiche-1\">1. Express articulatory assessment<\/a><br \/>\n  <a href=\"#fiche-2\">2. Minimal pairs assessment<\/a><br \/>\n  <a href=\"#fiche-3\">3. Orofacial praxies<\/a><br \/>\n  <a href=\"#fiche-4\">4. Lexical field evocation<\/a><br \/>\n  <a href=\"#fiche-5\">5. Definition to guess<\/a><br \/>\n  <a href=\"#fiche-6\">6. Semantic categories<\/a><br \/>\n  <a href=\"#fiche-7\">7. Understanding instructions<\/a><br \/>\n  <a href=\"#fiche-8\">8. Syntax gap text<\/a><br \/>\n  <a href=\"#fiche-9\">9. Sequential story 4 images<\/a><br \/>\n  <a href=\"#fiche-10\">10. Verbal and numerical span<\/a><br \/>\n  <a href=\"#fiche-11\">11. Adapted pedagogical Stroop<\/a><br \/>\n  <a href=\"#fiche-12\">12. Strategic planning<\/a><br \/>\n  <a href=\"#fiche-13\">13. Structured turn-taking<\/a><br \/>\n  <a href=\"#fiche-14\">14. AAC pictograms<\/a><br \/>\n  <a href=\"#fiche-15\">15. Theory of mind<\/a>\n<\/div>\n<\/div>\n<h2>Domain 1 \u2014 Articulation and phonology<\/h2>\n<pee>The following 3 activities cover the assessment and rehabilitation of articulatory and phonological disorders. They are suitable for both children with speech delays and adults in post-Stroke rehabilitation or following a neurological condition (Parkinson&#8217;s, early ALS).<\/pee>\n<div class=\"fiche-printable\" id=\"fiche-1\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b01<\/div>\n<h3>Express articulatory assessment<\/h3>\n<div class=\"badges\"><span class=\"badge\">All audiences<\/span><span class=\"badge\">Articulation<\/span><span class=\"badge\">15 min<\/span><\/div>\n<\/p><\/div>\n<p>    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-1')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">Ask the patient to repeat each word. Check the phonemes correctly produced, circle the substitutions, distortions, or omissions.<\/div>\n<div class=\"fiche-content\">\n      <pee style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> quickly assess consonant phonemes in initial, medial, and final positions.<\/pee>\n<table class=\"exo-table-print\">\n<tr>\n<th>Phoneme<\/th>\n<th>Initial<\/th>\n<th>Medial<\/th>\n<th>Final<\/th>\n<th>OK<\/th>\n<th>Error<\/th>\n<\/tr>\n<tr>\n<td>[p]<\/td>\n<td>daddy<\/td>\n<td>carpet<\/td>\n<td>skirt<\/td>\n<td>\u2610<\/td>\n<td>\u2610<\/td>\n<\/tr>\n<tr>\n<td>[t]<\/td>\n<td>table<\/td>\n<td>car<\/td>\n<td>cat<\/td>\n<td>\u2610<\/td>\n<td>\u2610<\/td>\n<\/tr>\n<tr>\n<td>[k]<\/td>\n<td>cabin<\/td>\n<td>echo<\/td>\n<td>park<\/td>\n<td>\u2610<\/td>\n<td>\u2610<\/td>\n<\/tr>\n<tr>\n<td>[b]<\/td>\n<td>ball<\/td>\n<td>cube<\/td>\n<td>tube<\/td>\n<td>\u2610<\/td>\n<td>\u2610<\/td>\n<\/tr>\n<tr>\n<td>[d]<\/td>\n<td>tooth<\/td>\n<td>empty<\/td>\n<td>sad<\/td>\n<td>\u2610<\/td>\n<td>\u2610<\/td>\n<\/tr>\n<tr>\n<td>[g]<\/td>\n<td>station<\/td>\n<td>ring<\/td>\n<td>joke<\/td>\n<td>\u2610<\/td>\n<td>\u2610<\/td>\n<\/tr>\n<tr>\n<td>[f]<\/td>\n<td>fire<\/td>\n<td>coffee<\/td>\n<td>chief<\/td>\n<td>\u2610<\/td>\n<td>\u2610<\/td>\n<\/tr>\n<tr>\n<td>[s]<\/td>\n<td>sack<\/td>\n<td>pass<\/td>\n<td>bone<\/td>\n<td>\u2610<\/td>\n<td>\u2610<\/td>\n<\/tr>\n<tr>\n<td>[\u0283]<\/td>\n<td>cat<\/td>\n<td>hide<\/td>\n<td>ugly<\/td>\n<td>\u2610<\/td>\n<td>\u2610<\/td>\n<\/tr>\n<tr>\n<td>[v]<\/td>\n<td>bicycle<\/td>\n<td>tank<\/td>\n<td>river<\/td>\n<td>\u2610<\/td>\n<td>\u2610<\/td>\n<\/tr>\n<tr>\n<td>[z]<\/td>\n<td>zebra<\/td>\n<td>rose<\/td>\n<td>twelve<\/td>\n<td>\u2610<\/td>\n<td>\u2610<\/td>\n<\/tr>\n<tr>\n<td>[\u0292]<\/td>\n<td>judge<\/td>\n<td>cage<\/td>\n<td>beach<\/td>\n<td>\u2610<\/td>\n<td>\u2610<\/td>\n<\/tr>\n<tr>\n<td>[l]<\/td>\n<td>bed<\/td>\n<td>ball<\/td>\n<td>salt<\/td>\n<td>\u2610<\/td>\n<td>\u2610<\/td>\n<\/tr>\n<tr>\n<td>[\u0281]<\/td>\n<td>wheel<\/td>\n<td>park<\/td>\n<td>tour<\/td>\n<td>\u2610<\/td>\n<td>\u2610<\/td>\n<\/tr>\n<tr>\n<td>[m]<\/td>\n<td>mom<\/td>\n<td>tomato<\/td>\n<td>apple<\/td>\n<td>\u2610<\/td>\n<td>\u2610<\/td>\n<\/tr>\n<tr>\n<td>[n]<\/td>\n<td>nose<\/td>\n<td>basket<\/td>\n<td>moon<\/td>\n<td>\u2610<\/td>\n<td>\u2610<\/td>\n<\/tr>\n<\/table>\n<pee style=\"margin-top:14px; font-size:0.9em;\"><strong>Clinical notes :<\/strong> _______________________________________<\/pee>\n    <\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Professional advice :<\/strong> Screening tool only, to be supplemented by a standardized assessment (BILO, EVALEO) if a disorder is suspected. Also useful for monitoring at the beginning\/end of care.<\/div>\n<\/p><\/div>\n<\/div>\n<div class=\"fiche-printable\" id=\"fiche-2\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b02<\/div>\n<h3>Minimal pairs assessment<\/h3>\n<div class=\"badges\"><span class=\"badge\">5 years+<\/span><span class=\"badge\">Discrimination<\/span><span class=\"badge\">15 min<\/span><\/div>\n<\/p><\/div>\n<p>    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-2')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">Read each pair of words to the patient. The patient points to the word you pronounced. Note the phonological confusions.<\/div>\n<div class=\"fiche-content\">\n      <pee style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> assess auditory discrimination and identify phonological confusions.<\/pee>\n<table class=\"exo-table-print\">\n<tr>\n<th>Pair<\/th>\n<th>Phonetic trait<\/th>\n<th>Spoken item<\/th>\n<th>Pointed item<\/th>\n<\/tr>\n<tr>\n<td>hen \/ ball<\/td>\n<td>voicing<\/td>\n<td>______<\/td>\n<td>______<\/td>\n<\/tr>\n<tr>\n<td>cup \/ dasse<\/td>\n<td>voicing<\/td>\n<td>______<\/td>\n<td>______<\/td>\n<\/tr>\n<tr>\n<td>cat \/ jatte<\/td>\n<td>voicing<\/td>\n<td>______<\/td>\n<td>______<\/td>\n<\/tr>\n<tr>\n<td>fish \/ poison<\/td>\n<td>voicing S\/Z<\/td>\n<td>______<\/td>\n<td>______<\/td>\n<\/tr>\n<tr>\n<td>skin \/ pot<\/td>\n<td>vowel [o]<\/td>\n<td>______<\/td>\n<td>______<\/td>\n<\/tr>\n<tr>\n<td>hunt \/ wise<\/td>\n<td>fricative\/sibilant<\/td>\n<td>______<\/td>\n<td>______<\/td>\n<\/tr>\n<tr>\n<td>wind \/ split<\/td>\n<td>voicing<\/td>\n<td>______<\/td>\n<td>______<\/td>\n<\/tr>\n<tr>\n<td>hand \/ bread<\/td>\n<td>nasality<\/td>\n<td>______<\/td>\n<td>______<\/td>\n<\/tr>\n<tr>\n<td>roll \/ ball<\/td>\n<td>liquid\/occlusive<\/td>\n<td>______<\/td>\n<td>______<\/td>\n<\/tr>\n<tr>\n<td>bed \/ nest<\/td>\n<td>liquid\/nasal<\/td>\n<td>______<\/td>\n<td>______<\/td>\n<\/tr>\n<tr>\n<td>green \/ iron<\/td>\n<td>voicing<\/td>\n<td>______<\/td>\n<td>______<\/td>\n<\/tr>\n<tr>\n<td>louse \/ end<\/td>\n<td>voicing<\/td>\n<td>______<\/td>\n<td>______<\/td>\n<\/tr>\n<\/table>\n<pee style=\"margin-top:14px; font-size:0.9em;\"><strong>Score :<\/strong><\/p>\n<div class=\"fiche-consigne\">Ask the patient to imitate each praxia. Note the quality of execution on 3 (0=impossible, 1=hesitant, 2=slow, 3=correct).<\/div>\n<div class=\"fiche-content\">\n      <pee style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> assess bucco-facial motor skills (essential in dysarthria, verbal dyspraxia, post-Stroke).<\/pee>\n<table class=\"exo-table-print\">\n<tr>\n<th>Praxia<\/th>\n<th>Description<\/th>\n<th>Score \/3<\/th>\n<\/tr>\n<tr>\n<td><strong>Lips<\/strong><\/td>\n<td>Forced smile (stretch)<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td>Kiss (project forward)<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td>Alternation kiss\/smile \u00d75<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td><strong>Tongue<\/strong><\/td>\n<td>Stick out the tongue<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td>Tongue to the right, to the left<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td>Tongue up, down<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td>Lip round<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td>Click the tongue<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td><strong>Cheeks<\/strong><\/td>\n<td>Inflate cheeks<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td>Suck in cheeks<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td><strong>Diadochokinesis<\/strong><\/td>\n<td>\u201cpa-ta-ka\u201d repeated \u00d710<\/td>\n<td>___ \/10<\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td>\u201cpa-pa-pa\u201d \u00d710 timed<\/td>\n<td>___ sec<\/td>\n<\/tr>\n<\/table>\n<pee style=\"margin-top:14px; font-size:0.9em;\"><strong>Total praxies score: ___ \/ 30<\/strong><\/pee>\n    <\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Professional advice :<\/strong> Presence of a mirror is essential for visual feedback. For children, turn it into a game (\u201cthe clown&#8217;s grimace\u201d). Score < 18\/30 \u2192 suspect dyspraxia\/dysarthria.<\/div>\n<\/p><\/div>\n<\/div>\n<h2>Domain 2 \u2014 Lexicon and semantics<\/h2>\n<pee>The lexicon is at the heart of many speech therapy interventions: from language delay in children to aphasia in adults, including specific disorders (SLI, dysphasia). The following 3 activities allow for the assessment and rehabilitation of active and passive lexical stock, as well as semantic organization.<\/pee>\n<div class=\"fiche-printable\" id=\"fiche-4\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b04<\/div>\n<h3>Evocation by lexical field<\/h3>\n<div class=\"badges\"><span class=\"badge\">7 years+<\/span><span class=\"badge\">Fluency<\/span><span class=\"badge\">15 min<\/span><\/div>\n<\/p><\/div>\n<p>    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-4')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">The patient names as many words from the requested lexical field as possible in 60 seconds. Note the words every 30 seconds to identify the drop in production.<\/div>\n<div class=\"fiche-content\">\n      <pee style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> assess semantic and phonological verbal fluency (major diagnostic test).<\/pee>\n<table class=\"exo-table-print\">\n<tr>\n<th>Lexical field<\/th>\n<th>0-30s<\/th>\n<th>30-60s<\/th>\n<th>Total<\/th>\n<\/tr>\n<tr>\n<td><strong>Animals<\/strong> (semantic)<\/td>\n<td>____<\/td>\n<td>____<\/td>\n<td>____<\/td>\n<\/tr>\n<tr>\n<td><strong>Fruits<\/strong> (semantic)<\/td>\n<td>____<\/td>\n<td>____<\/td>\n<td>____<\/td>\n<\/tr>\n<tr>\n<td><strong>Clothes<\/strong> (semantic)<\/td>\n<td>____<\/td>\n<td>____<\/td>\n<td>____<\/td>\n<\/tr>\n<tr>\n<td><strong>Words starting with P<\/strong> (phonological)<\/td>\n<td>____<\/td>\n<td>____<\/td>\n<td>____<\/td>\n<\/tr>\n<tr>\n<td><strong>Words starting with M<\/strong> (phonological)<\/td>\n<td>____<\/td>\n<td>____<\/td>\n<td>____<\/td>\n<\/tr>\n<tr>\n<td><strong>Words starting with R<\/strong> (phonological)<\/td>\n<td>____<\/td>\n<td>____<\/td>\n<td>____<\/td>\n<\/tr>\n<\/table>\n<pee style=\"margin-top:14px; font-size:0.9em;\"><strong>Normative benchmarks (healthy adult) :<\/strong><\/pee>\n<ul style=\"font-size:0.9em;\">\n<li>Semantic: \u226518 words\/min (animals), \u226515 (other categories)<\/li>\n<li>Phonological: \u226514 words\/min (letters P, M, R)<\/li>\n<\/ul>\n<pee style=\"font-size:0.9em;\"><strong>Noted perseverations:<\/strong> ___ &nbsp; <strong>Intrusions:<\/strong> ___<\/pee>\n    <\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Professional advice :<\/strong> Very sensitive test to detect frontal impairment (drop in phonological) or temporal (drop in semantic). Semantic asymmetry > phonological = frontal profile, phonological asymmetry > semantic = temporal profile.<\/div>\n<\/p><\/div>\n<\/div>\n<div class=\"fiche-printable\" id=\"fiche-5\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b05<\/div>\n<h3>Definition to guess<\/h3>\n<div class=\"badges\"><span class=\"badge\">8 years+<\/span><span class=\"badge\">Lexicon<\/span><span class=\"badge\">20 min<\/span><\/div>\n<\/p><\/div>\n<p>    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-5')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">Read the definition. The patient guesses the word. If unsuccessful, give a semantic clue (field), then a phonemic clue (1<sup>st<\/sup> letter).<\/div>\n<div class=\"fiche-content\">\n      <pee style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> evaluate lexical access on definition (typical of word finding difficulties).<\/pee>\n<table class=\"exo-table-print\">\n<tr>\n<th>N\u00b0<\/th>\n<th>Definition<\/th>\n<th>Target word<\/th>\n<th>Found alone \/ Hint<\/th>\n<\/tr>\n<tr>\n<td>1<\/td>\n<td>Tool for cutting wood<\/td>\n<td>saw \/ axe<\/td>\n<td>____<\/td>\n<\/tr>\n<tr>\n<td>2<\/td>\n<td>Small nocturnal animal with wings<\/td>\n<td>bat<\/td>\n<td>____<\/td>\n<\/tr>\n<tr>\n<td>3<\/td>\n<td>Room in the house where cooking is done<\/td>\n<td>kitchen<\/td>\n<td>____<\/td>\n<\/tr>\n<tr>\n<td>4<\/td>\n<td>Person who takes care of teeth<\/td>\n<td>dentist<\/td>\n<td>____<\/td>\n<\/tr>\n<tr>\n<td>5<\/td>\n<td>Season when leaves fall<\/td>\n<td>autumn<\/td>\n<td>____<\/td>\n<\/tr>\n<tr>\n<td>6<\/td>\n<td>Brown hot drink in the morning<\/td>\n<td>coffee<\/td>\n<td>____<\/td>\n<\/tr>\n<tr>\n<td>7<\/td>\n<td>Long clothing for winter<\/td>\n<td>coat<\/td>\n<td>____<\/td>\n<\/tr>\n<tr>\n<td>8<\/td>\n<td>Insect that produces honey<\/td>\n<td>bee<\/td>\n<td>____<\/td>\n<\/tr>\n<tr>\n<td>9<\/td>\n<td>Instrument with 88 keys<\/td>\n<td>piano<\/td>\n<td>____<\/td>\n<\/tr>\n<tr>\n<td>10<\/td>\n<td>Place where children learn<\/td>\n<td>school<\/td>\n<td>____<\/td>\n<\/tr>\n<tr>\n<td>11<\/td>\n<td>White liquid that comes from cows<\/td>\n<td>milk<\/td>\n<td>____<\/td>\n<\/tr>\n<tr>\n<td>12<\/td>\n<td>Celestial body that lights up the night<\/td>\n<td>moon<\/td>\n<td>____<\/td>\n<\/tr>\n<\/table><\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip :<\/strong> The required support profile is very informative. Phonemic help > semantic = pure semantic impairment (degraded semantics). Semantic help > phonemic = lexical access disorder.<\/div>\n<\/p><\/div>\n<\/div>\n<div class=\"fiche-printable\" id=\"fiche-6\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b06<\/div>\n<h3>Semantic categories<\/h3>\n<div class=\"badges\"><span class=\"badge\">7 years+<\/span><span class=\"badge\">Categorization<\/span><span class=\"badge\">20 min<\/span><\/div>\n<\/p><\/div>\n<p>    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-6')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">Activity 1: sort the words by category. Activity 2: name the category of each list. Activity 3: find the odd one out in each list.<\/div>\n<div class=\"fiche-content\">\n      <pee style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> evaluate semantic organization in networks and categorical flexibility.<\/pee>\n      <pee><strong>Activity 1 \u2014 Sort these 16 words into 4 categories:<\/strong><\/pee>\n      <pee style=\"font-size:0.95em;\">dog \u2022 hammer \u2022 apple \u2022 car \u2022 key \u2022 cat \u2022 banana \u2022 train \u2022 screwdriver \u2022 cherry \u2022 rabbit \u2022 plane \u2022 horse \u2022 pear \u2022 pliers \u2022 boat<\/pee>\n<table class=\"exo-table-print\">\n<tr>\n<th>Animals<\/th>\n<th>Fruits<\/th>\n<th>Tools<\/th>\n<th>Transport<\/th>\n<\/tr>\n<tr>\n<td>____________<\/td>\n<td>____________<\/td>\n<td>____________<\/td>\n<td>____________<\/td>\n<\/tr>\n<tr>\n<td>____________<\/td>\n<td>____________<\/td>\n<td>____________<\/td>\n<td>____________<\/td>\n<\/tr>\n<tr>\n<td>____________<\/td>\n<td>____________<\/td>\n<td>____________<\/td>\n<td>____________<\/td>\n<\/tr>\n<tr>\n<td>____________<\/td>\n<td>____________<\/td>\n<td>____________<\/td>\n<td>____________<\/td>\n<\/tr>\n<\/table>\n<pee style=\"margin-top:14px;\"><strong>Activity 2 \u2014 Common category?<\/strong><\/pee>\n<div class=\"exo-line\"><span class=\"num\">a)<\/span> rose \/ tulip \/ daisy \/ lilac \u2192 <span class=\"exo-blank\"><\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">b)<\/span> sax \/ piano \/ guitar \/ drums \u2192 <span class=\"exo-blank\"><\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">c)<\/span> France \/ Italy \/ Spain \/ Portugal \u2192 <span class=\"exo-blank\"><\/span><\/div>\n<pee style=\"margin-top:14px;\"><strong>Activity 3 \u2014 Find the odd one out:<\/strong><\/pee>\n<div class=\"exo-line\"><span class=\"num\">a)<\/span> cat \u2014 dog \u2014 cow \u2014 <strong>train<\/strong> \u2014 rabbit \u2192 odd one out = <span class=\"exo-blank\"><\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">b)<\/span> red \u2014 blue \u2014 green \u2014 <strong>banana<\/strong> \u2014 yellow \u2192 odd one out = <span class=\"exo-blank\"><\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">c)<\/span> piano \u2014 guitar \u2014 <strong>chair<\/strong> \u2014 flute \u2014 violin \u2192 odd one out = <span class=\"exo-blank\"><\/span><\/div>\n<\/p><\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip :<\/strong> Excellent for patients with semantic dementia (Alzheimer&#8217;s disease, frontotemporal dementia). Loss of categorization is an early sign.<\/div>\n<\/p><\/div>\n<\/div>\n<h2>Domain 3 \u2014 Understanding and written production<\/h2>\n<pee>The rehabilitation of written language concerns both dyslexic\/dysorthographic children and adults in post-Stroke rehabilitation or with acquired aphasia. The following 3 activities target <strong>understanding instructions<\/strong>, <strong>syntactic mastery<\/strong>, and <strong>narrative coherence<\/strong>.<\/pee>\n<div class=\"fiche-printable\" id=\"fiche-7\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b07<\/div>\n<h3>Understanding instructions<\/h3>\n<div class=\"badges\"><span class=\"badge\">7 years+<\/span><span class=\"badge\">Understanding<\/span><span class=\"badge\">20 min<\/span><\/div>\n<\/p><\/div>\n<p>    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-7')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">Read the instructions to the patient (or have them read). The patient executes them in writing or by gesture. Note the missed elements.<\/div>\n<div class=\"fiche-content\">\n      <pee style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> evaluate the understanding of complex instructions (multi-step, negations, relatives, comparatives).<\/pee>\n      <pee><strong>Level 1 (1 information) :<\/strong><\/pee>\n<div class=\"exo-line\"><span class=\"num\">1.<\/span> Draw a red circle.<\/div>\n<div class=\"exo-line\"><span class=\"num\">2.<\/span> Underline the word \u201cCAT\u201d.<\/div>\n<pee style=\"margin-top:10px;\"><strong>Level 2 (2 informations) :<\/strong><\/pee>\n<div class=\"exo-line\"><span class=\"num\">3.<\/span> Draw a blue square to the right of the red circle.<\/div>\n<div class=\"exo-line\"><span class=\"num\">4.<\/span> Circle all the words starting with M.<\/div>\n<pee style=\"margin-top:10px;\"><strong>Level 3 (3 pieces of information + negation) :<\/strong><\/pee>\n<div class=\"exo-line\"><span class=\"num\">5.<\/span> Draw 3 stars, but not in blue.<\/div>\n<div class=\"exo-line\"><span class=\"num\">6.<\/span> Underline all the names of animals that are not birds.<\/div>\n<pee style=\"margin-top:10px;\"><strong>Level 4 (relative, comparative) :<\/strong><\/pee>\n<div class=\"exo-line\"><span class=\"num\">7.<\/span> Draw a house bigger than the tree, with a chimney on the left.<\/div>\n<div class=\"exo-line\"><span class=\"num\">8.<\/span> Before writing your name, draw a heart. Then add the date on the right.<\/div>\n<div class=\"exo-line\"><span class=\"num\">9.<\/span> The dog that is eating the bone is bigger than the one that is sleeping. Draw them.<\/div>\n<\/p><\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip :<\/strong> Levels 3-4 are excellent indicators of subtle comprehension disorders, often overlooked in oral communication (contextual anticipation).<\/div>\n<\/p><\/div>\n<\/div>\n<div class=\"fiche-printable\" id=\"fiche-8\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b08<\/div>\n<h3>Syntaxic fill-in-the-blank text<\/h3>\n<div class=\"badges\"><span class=\"badge\">9 years+<\/span><span class=\"badge\">Syntax<\/span><span class=\"badge\">20 min<\/span><\/div>\n<\/p><\/div>\n<p>    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-8')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">Complete the text with the words from the list. Pay attention to agreements and syntactic coherence.<\/div>\n<div class=\"fiche-content\">\n      <pee style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> assess syntactic mastery, agreements, grammar.<\/pee>\n      <pee><strong>Words to place :<\/strong> but \u2022 thus \u2022 however \u2022 since \u2022 before \u2022 after \u2022 where \u2022 whose \u2022 when<\/pee>\n<div style=\"background:#fff; padding:18px; border-radius:8px; line-height:2.2;\">\n        <pee style=\"margin:0;\">Yesterday, I went to the market <span class=\"exo-blank\"><\/span> I needed fruits. <span class=\"exo-blank\"><\/span> leaving, I checked my list. <span class=\"exo-blank\"><\/span> I arrived at the square, I ran into Marie, <span class=\"exo-blank\"><\/span> I hadn&#8217;t seen for months.<\/pee>\n        <pee>We talked a bit. <span class=\"exo-blank\"><\/span> we were in a hurry, we cut the conversation short. <span class=\"exo-blank\"><\/span> I did my shopping: apples, pears, grapes. <span class=\"exo-blank\"><\/span>, I forgot the bread. <span class=\"exo-blank\"><\/span>, I had to go back to the bakery.<\/pee>\n      <\/div>\n<pee style=\"margin-top:14px;\"><strong>Bonus activity :<\/strong> put these sentences in order.<\/pee>\n<div class=\"exo-line\"><span class=\"num\">a)<\/span> eat \/ cat \/ the \/ mouse \/ the \u2192 ____________<\/div>\n<div class=\"exo-line\"><span class=\"num\">b)<\/span> plays \/ park \/ in \/ child \/ the \/ the \u2192 ____________<\/div>\n<div class=\"exo-line\"><span class=\"num\">c)<\/span> red \/ apples \/ the \/ are \/ ripe \u2192 ____________<\/div>\n<\/p><\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip :<\/strong> Connectors (but, however, since) are a major therapeutic target in aphasia and SLI. Their correct use indicates a good prognosis.<\/div>\n<\/p><\/div>\n<\/div>\n<div class=\"fiche-printable\" id=\"fiche-9\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b09<\/div>\n<h3>Sequential story 4 images<\/h3>\n<div class=\"badges\"><span class=\"badge\">5 years+<\/span><span class=\"badge\">Narration<\/span><span class=\"badge\">20 min<\/span><\/div>\n<\/p><\/div>\n<p>    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-9')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">The patient puts the 4 images in order, then tells the story using temporal connectors (first, then, next, finally).<\/div>\n<div class=\"fiche-content\">\n      <pee style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> assess narrative coherence, use of connectors, chronology.<\/pee>\n      <pee><strong>Story 1 \u2014 Making a cake :<\/strong><\/pee>\n<table class=\"exo-table-print\">\n<tr>\n<td style=\"text-align:center; font-size:1.6em;\">\ud83e\udd5a\ud83c\udf3e<!\u2013- [et_pb_br_holder] -\u2013><small>Gather<!\u2013- [et_pb_br_holder] -\u2013>ingredients<\/small><\/td>\n<td style=\"text-align:center; font-size:1.6em;\">\ud83e\udd63<!\u2013- [et_pb_br_holder] -\u2013><small>Mix<!\u2013- [et_pb_br_holder] -\u2013>the dough<\/small><\/td>\n<td style=\"text-align:center; font-size:1.6em;\">\ud83d\udd25<!\u2013- [et_pb_br_holder] -\u2013><small>Bake in<!\u2013- [et_pb_br_holder] -\u2013>the oven<\/small><\/td>\n<td style=\"text-align:center; font-size:1.6em;\">\ud83c\udf82<!\u2013- [et_pb_br_holder] -\u2013><small>Eat the<!\u2013- [et_pb_br_holder] -\u2013>cake<\/small><\/td>\n<\/tr>\n<\/table>\n<pee style=\"margin-top:14px;\"><strong>Story 2 \u2014 Going to school :<\/strong><\/pee>\n<table class=\"exo-table-print\">\n<tr>\n<td style=\"text-align:center; font-size:1.6em;\">\u23f0<!\u2013- [et_pb_br_holder] -\u2013><small>Alarm<\/small><\/td>\n<td style=\"text-align:center; font-size:1.6em;\">\ud83d\udebf\ud83e\uddb7<!\u2013- [et_pb_br_holder] -\u2013><small>Toilet<\/small><\/td>\n<td style=\"text-align:center; font-size:1.6em;\">\ud83e\udd50<!\u2013- [et_pb_br_holder] -\u2013><small>Breakfast<\/small><\/td>\n<td style=\"text-align:center; font-size:1.6em;\">\ud83c\udf92\ud83d\ude8c<!\u2013- [et_pb_br_holder] -\u2013><small>Departure<\/small><\/td>\n<\/tr>\n<\/table>\n<pee style=\"margin-top:14px;\"><strong>Evaluation grid for the story :<\/strong><\/pee>\n<table class=\"exo-table-print\">\n<tr>\n<th>Criterion<\/th>\n<th>0<\/th>\n<th>1<\/th>\n<th>2<\/th>\n<\/tr>\n<tr>\n<td>Chronological order respected<\/td>\n<td>\u2610<\/td>\n<td>\u2610<\/td>\n<td>\u2610<\/td>\n<\/tr>\n<tr>\n<td>Uses temporal connectors<\/td>\n<td>\u2610<\/td>\n<td>\u2610<\/td>\n<td>\u2610<\/td>\n<\/tr>\n<tr>\n<td>Mention characters<\/td>\n<td>\u2610<\/td>\n<td>\u2610<\/td>\n<td>\u2610<\/td>\n<\/tr>\n<tr>\n<td>Narrative coherence<\/td>\n<td>\u2610<\/td>\n<td>\u2610<\/td>\n<td>\u2610<\/td>\n<\/tr>\n<tr>\n<td>Complete sentences<\/td>\n<td>\u2610<\/td>\n<td>\u2610<\/td>\n<td>\u2610<\/td>\n<\/tr>\n<\/table><\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Professional advice:<\/strong> Key activity for the TDL assessment and aphasia. Also note the paragraphs (missing word, paraphasias, agrammatism). Excellent reporter before\/after intervention.<\/div>\n<\/p><\/div>\n<\/div>\n<h2>Domain 4 \u2014 Memory and executive functions<\/h2>\n<pee>Working memory and executive functions (planning, flexibility, inhibition) are now recognized as major speech therapy targets, particularly in ADHD, neurodegenerative pathologies, and cognitive rehabilitation post-Stroke. The 3 sheets that follow allow for their assessment and concrete rehabilitation in practice.<\/pee>\n<div class=\"fiche-printable\" id=\"fiche-10\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b010<\/div>\n<h3>Verbal and numerical span<\/h3>\n<div class=\"badges\"><span class=\"badge\">6 years+<\/span><span class=\"badge\">Working memory<\/span><span class=\"badge\">15 min<\/span><\/div>\n<\/p><\/div>\n<p>    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-10')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">Read the series at a rate of 1 item per second. The patient repeats forwards and then backwards. Note the maximum length achieved.<\/div>\n<div class=\"fiche-content\">\n      <pee style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective:<\/strong> assess working memory (forwards span) and executive control (backwards span).<\/pee>\n      <pee><strong>FORWARDS NUMERICAL SPAN<\/strong> (the patient repeats in the same order):<\/pee>\n<table class=\"exo-table-print\">\n<tr>\n<th>Length<\/th>\n<th>Series A<\/th>\n<th>Series B<\/th>\n<th>Success?<\/th>\n<\/tr>\n<tr>\n<td>3<\/td>\n<td>5 &#8211; 8 &#8211; 2<\/td>\n<td>6 &#8211; 9 &#8211; 4<\/td>\n<td>\u2610<\/td>\n<\/tr>\n<tr>\n<td>4<\/td>\n<td>6 &#8211; 4 &#8211; 3 &#8211; 9<\/td>\n<td>7 &#8211; 2 &#8211; 8 &#8211; 6<\/td>\n<td>\u2610<\/td>\n<\/tr>\n<tr>\n<td>5<\/td>\n<td>4 &#8211; 2 &#8211; 7 &#8211; 3 &#8211; 1<\/td>\n<td>7 &#8211; 5 &#8211; 8 &#8211; 3 &#8211; 6<\/td>\n<td>\u2610<\/td>\n<\/tr>\n<tr>\n<td>6<\/td>\n<td>6 &#8211; 1 &#8211; 9 &#8211; 4 &#8211; 7 &#8211; 3<\/td>\n<td>3 &#8211; 9 &#8211; 2 &#8211; 4 &#8211; 8 &#8211; 7<\/td>\n<td>\u2610<\/td>\n<\/tr>\n<tr>\n<td>7<\/td>\n<td>5 &#8211; 9 &#8211; 1 &#8211; 7 &#8211; 4 &#8211; 2 &#8211; 8<\/td>\n<td>4 &#8211; 1 &#8211; 7 &#8211; 9 &#8211; 3 &#8211; 8 &#8211; 6<\/td>\n<td>\u2610<\/td>\n<\/tr>\n<\/table>\n<pee style=\"margin-top:14px;\"><strong>BACKWARDS NUMERICAL SPAN<\/strong> (the patient repeats backwards):<\/pee>\n<table class=\"exo-table-print\">\n<tr>\n<th>Length<\/th>\n<th>Series A<\/th>\n<th>Series B<\/th>\n<th>Success?<\/th>\n<\/tr>\n<tr>\n<td>2<\/td>\n<td>5 &#8211; 8<\/td>\n<td>6 &#8211; 9<\/td>\n<td>\u2610<\/td>\n<\/tr>\n<tr>\n<td>3<\/td>\n<td>6 &#8211; 4 &#8211; 3<\/td>\n<td>7 &#8211; 2 &#8211; 8<\/td>\n<td>\u2610<\/td>\n<\/tr>\n<tr>\n<td>4<\/td>\n<td>4 &#8211; 2 &#8211; 7 &#8211; 3<\/td>\n<td>7 &#8211; 5 &#8211; 8 &#8211; 3<\/td>\n<td>\u2610<\/td>\n<\/tr>\n<tr>\n<td>5<\/td>\n<td>6 &#8211; 1 &#8211; 9 &#8211; 4 &#8211; 7<\/td>\n<td>3 &#8211; 9 &#8211; 2 &#8211; 4 &#8211; 8<\/td>\n<td>\u2610<\/td>\n<\/tr>\n<tr>\n<td>6<\/td>\n<td>5 &#8211; 9 &#8211; 1 &#8211; 7 &#8211; 4 &#8211; 2<\/td>\n<td>4 &#8211; 1 &#8211; 7 &#8211; 9 &#8211; 3 &#8211; 8<\/td>\n<td>\u2610<\/td>\n<\/tr>\n<\/table>\n<pee style=\"margin-top:14px; font-size:0.9em;\"><strong>Normative benchmarks:<\/strong> adult forwards span = 7\u00b12; backwards span = 5\u00b11. Difference between forwards\/backwards span > 3 = executive impairment.<\/pee>\n    <\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Professional advice:<\/strong> Variation: word span (dog, table, flower, etc.) or syllable span. Cross with a verbal fluency test to differentiate memory vs lexical access.<\/div>\n<\/p><\/div>\n<\/div>\n<div class=\"fiche-printable\" id=\"fiche-11\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b011<\/div>\n<h3>Adapted educational Stroop<\/h3>\n<div class=\"badges\"><span class=\"badge\">8 years+<\/span><span class=\"badge\">Inhibition<\/span><span class=\"badge\">15 min<\/span><\/div>\n<\/p><\/div>\n<p>    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-11')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">Step 1: name the color of each rectangle. Step 2: read the words. Step 3 (interference): name the INK COLOR, not the written word!<\/div>\n<div class=\"fiche-content\">\n      <pee style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective:<\/strong> assess verbal inhibition and selective attention (classic Stroop test).<\/pee>\n      <pee><strong>Step 1 \u2014 Pure colors (time it):<\/strong><\/pee>\n<table class=\"exo-table-print\">\n<tr>\n<td style=\"background:#5e5ed7; color:#fff; text-align:center;\">\u25a0<\/td>\n<td style=\"background:#e73469; color:#fff; text-align:center;\">\u25a0<\/td>\n<td style=\"background:#a9e2e4; color:#5268c9; text-align:center;\">\u25a0<\/td>\n<td style=\"background:#ffeca7; color:#5268c9; text-align:center;\">\u25a0<\/td>\n<\/tr>\n<tr>\n<td style=\"background:#e73469; color:#fff; text-align:center;\">\u25a0<\/td>\n<td style=\"background:#a9e2e4; color:#5268c9; text-align:center;\">\u25a0<\/td>\n<td style=\"background:#5e5ed7; color:#fff; text-align:center;\">\u25a0<\/td>\n<td style=\"background:#ffeca7; color:#5268c9; text-align:center;\">\u25a0<\/td>\n<\/tr>\n<\/table>\n<pee style=\"font-size:0.9em;\">Time: ____ seconds &nbsp;|&nbsp; Errors: ____<\/pee>\n      <pee style=\"margin-top:14px;\"><strong>Step 2 \u2014 Reading (time it):<\/strong><\/pee>\n<table class=\"exo-table-print\">\n<tr>\n<td style=\"text-align:center;\">BLUE<\/td>\n<td style=\"text-align:center;\">RED<\/td>\n<td style=\"text-align:center;\">GREEN<\/td>\n<td style=\"text-align:center;\">YELLOW<\/td>\n<\/tr>\n<tr>\n<td style=\"text-align:center;\">RED<\/td>\n<td style=\"text-align:center;\">GREEN<\/td>\n<td style=\"text-align:center;\">BLUE<\/td>\n<td style=\"text-align:center;\">YELLOW<\/td>\n<\/tr>\n<\/table>\n<pee style=\"font-size:0.9em;\">Time: ____ seconds &nbsp;|&nbsp; Errors: ____<\/pee>\n      <pee style=\"margin-top:14px;\"><strong>Step 3 \u2014 Interference (SAY THE INK COLOR):<\/strong><\/pee>\n<table class=\"exo-table-print\">\n<tr>\n<td style=\"text-align:center; color:#e73469;\">BLUE<\/td>\n<td style=\"text-align:center; color:#5e5ed7;\">RED<\/td>\n<td style=\"text-align:center; color:#5268c9;\">GREEN<\/td>\n<td style=\"text-align:center; color:#a9e2e4;\">YELLOW<\/td>\n<\/tr>\n<tr>\n<td style=\"text-align:center; color:#5268c9;\">RED<\/td>\n<td style=\"text-align:center; color:#e73469;\">GREEN<\/td>\n<td style=\"text-align:center; color:#a9e2e4;\">BLUE<\/td>\n<td style=\"text-align:center; color:#5e5ed7;\">YELLOW<\/td>\n<\/tr>\n<\/table>\n<pee style=\"font-size:0.9em;\">Time: ____ seconds &nbsp;|&nbsp; Errors: ____<\/pee>\n      <pee style=\"margin-top:14px; font-size:0.9em;\"><strong>Stroop Index:<\/strong> \u0394 Step 3 &#8211; Step 1. > 50% = inhibition impairment (ADHD, dysexecutive syndrome).<\/pee>\n    <\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Professional advice:<\/strong> Non-standardized educational tool: to be complemented by a validated Stroop (TEA-Ch, Conners) for diagnosis. Excellent for measuring progress between 2 sessions.<\/div>\n<\/p><\/div>\n<\/div>\n<div class=\"fiche-printable\" id=\"fiche-12\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b012<\/div>\n<h3>Strategic planning<\/h3>\n<div class=\"badges\"><span class=\"badge\">10 years+<\/span><span class=\"badge\">Executive<\/span><\n\n\n<div class=\"fiche-consigne\">The patient solves planning problems. Note whether he anticipates or acts by trial and error, and the time taken for each problem.<\/div>\n<div class=\"fiche-content\">\n      <pee style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> evaluate planning, anticipation, and strategic reasoning.<\/pee>\n      <pee><strong>Problem 1 \u2014 The menu<\/strong><\/pee>\n      <pee style=\"font-size:0.95em;\">You are hosting 6 people for dinner on Saturday evening. You have Friday evening free + Saturday daytime. List the 5 main actions to take in order.<\/pee>\n<div class=\"exo-line\"><span class=\"num\">1.<\/span> ____________________________________________<\/div>\n<div class=\"exo-line\"><span class=\"num\">2.<\/span> ____________________________________________<\/div>\n<div class=\"exo-line\"><span class=\"num\">3.<\/span> ____________________________________________<\/div>\n<div class=\"exo-line\"><span class=\"num\">4.<\/span> ____________________________________________<\/div>\n<div class=\"exo-line\"><span class=\"num\">5.<\/span> ____________________________________________<\/div>\n<pee style=\"margin-top:14px;\"><strong>Problem 2 \u2014 The trip<\/strong><\/pee>\n      <pee style=\"font-size:0.95em;\">You are going on vacation for 4 days in 3 weeks. List the 6 steps to take in logical order.<\/pee>\n<div class=\"exo-line\"><span class=\"num\">1.<\/span> ____________________________________________<\/div>\n<div class=\"exo-line\"><span class=\"num\">2.<\/span> ____________________________________________<\/div>\n<div class=\"exo-line\"><span class=\"num\">3.<\/span> ____________________________________________<\/div>\n<div class=\"exo-line\"><span class=\"num\">4.<\/span> ____________________________________________<\/div>\n<div class=\"exo-line\"><span class=\"num\">5.<\/span> ____________________________________________<\/div>\n<div class=\"exo-line\"><span class=\"num\">6.<\/span> ____________________________________________<\/div>\n<pee style=\"margin-top:14px;\"><strong>Problem 3 \u2014 The cooking<\/strong><\/pee>\n      <pee style=\"font-size:0.95em;\">You need to prepare a roast chicken (1 hour in the oven) and saut\u00e9ed potatoes (15 minutes of cooking) at the same time. You want to serve everything hot at 7:30 PM. What time should you start each cooking?<\/pee>\n<div class=\"exo-line\">Start the chicken at: ____ &nbsp;|&nbsp; Start the potatoes at: ____<\/div>\n<\/p><\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip :<\/strong> Note the behaviors: does he anticipate before writing or does he jump in? Does he check for coherence? The deficit in planning is central in frontal pathologies (Parkinson&#8217;s, frontotemporal dementia).<\/div>\n<\/p><\/div>\n<\/div>\n<h2>Domain 5 \u2014 Communication and Pragmatics<\/h2>\n<pee>Pragmatic skills (using language in social context) are at the heart of care for patients with ASD, severe aphasia, and people with communication autonomy loss. DYNSEO offers for this last case its application <a href=\"https:\/\/www.dynseo.com\/mon-dico-une-application-pour-favoriser-la-communication\/\">MY DICTIONARY<\/a>, specifically designed for alternative and augmented communication. The next 3 sheets are complementary activities usable in practice.<\/pee>\n<div class=\"fiche-printable\" id=\"fiche-13\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b013<\/div>\n<h3>Structured turn-taking<\/h3>\n<div class=\"badges\"><span class=\"badge\">6 years+<\/span><span class=\"badge\">Pragmatics<\/span><span class=\"badge\">25 min<\/span><\/div>\n<\/p><\/div>\n<p>    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-13')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">Dialogued activity. Lead a conversation around a theme by following the steps. Check the skills observed throughout the exchange.<\/div>\n<div class=\"fiche-content\">\n      <pee style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> evaluate conversational pragmatics (turn-taking, listening, reformulation, thematic maintenance).<\/pee>\n      <pee><strong>Proposed theme :<\/strong> \u201cWhat is your best vacation memory?\u201d<\/pee>\n      <pee><strong>Pragmatic observation grid :<\/strong><\/pee>\n<table class=\"exo-table-print\">\n<tr>\n<th>Skill<\/th>\n<th>0<\/th>\n<th>1<\/th>\n<th>2<\/th>\n<th>Notes<\/th>\n<\/tr>\n<tr>\n<td>Initiates the exchange<\/td>\n<td>\u2610<\/td>\n<td>\u2610<\/td>\n<td>\u2610<\/td>\n<td>______<\/td>\n<\/tr>\n<tr>\n<td>Respects turn-taking<\/td>\n<td>\u2610<\/td>\n<td>\u2610<\/td>\n<td>\u2610<\/td>\n<td>______<\/td>\n<\/tr>\n<tr>\n<td>Maintains the theme<\/td>\n<td>\u2610<\/td>\n<td>\u2610<\/td>\n<td>\u2610<\/td>\n<td>______<\/td>\n<\/tr>\n<tr>\n<td>Asks for clarifications<\/td>\n<td>\u2610<\/td>\n<td>\u2610<\/td>\n<td>\u2610<\/td>\n<td>______<\/td>\n<\/tr>\n<tr>\n<td>Adapts the register to the interlocutor<\/td>\n<td>\u2610<\/td>\n<td>\u2610<\/td>\n<td>\u2610<\/td>\n<td>______<\/td>\n<\/tr>\n<tr>\n<td>Uses listening markers (\u201cmhm\u201d, \u201cyes\u201d)<\/td>\n<td>\u2610<\/td>\n<td>\u2610<\/td>\n<td>\u2610<\/td>\n<td>______<\/td>\n<\/tr>\n<tr>\n<td>Asks questions to the other<\/td>\n<td>\u2610<\/td>\n<td>\u2610<\/td>\n<td>\u2610<\/td>\n<td>______<\/td>\n<\/tr>\n<tr>\n<td>Concludes the exchange<\/td>\n<td>\u2610<\/td>\n<td>\u2610<\/td>\n<td>\u2610<\/td>\n<td>______<\/td>\n<\/tr>\n<\/table>\n<pee style=\"margin-top:14px; font-size:0.9em;\"><strong>Total score: ___ \/ 16<\/strong> &nbsp;|&nbsp; &lt; 8 = major pragmatic disorder<\/pee>\n    <\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip :<\/strong> Major target in ASD and pragmatic aphasias. Film the session (with parental consent) for detailed analysis and delayed feedback.<\/div>\n<\/p><\/div>\n<\/div>\n<div class=\"fiche-printable\" id=\"fiche-14\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b014<\/div>\n<h3>CAA Pictograms<\/h3>\n<div class=\"badges\"><span class=\"badge\">All audiences<\/span><span class=\"badge\">Communication<\/span><span class=\"badge\">20 min<\/span><\/div>\n<\/p><\/div>\n<p>    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-14')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">Present the board to the patient. Ask them to express a request, a refusal, or an emotion by pointing to a pictogram. Then combine 2 and then 3 pictograms.<\/div>\n<div class=\"fiche-content\">\n      <pee style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> initiate or enrich Alternative and Augmented Communication (CAA) in practice.<\/pee>\n      <pee><strong>Base board 12 pictograms :<\/strong><\/pee>\n<div class=\"exo-grid-4\">\n<div class=\"exo-cell\"><span class=\"icon\">\ud83d\ude0a<\/span><span class=\"word\">I WANT<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83d\udeab<\/span><span class=\"word\">NO<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\u2705<\/span><span class=\"word\">YES<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83d\udca7<\/span><span class=\"word\">DRINK<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83c\udf74<\/span><span class=\"word\">EAT<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83d\udebd<\/span><span class=\"word\">TOILET<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83d\ude34<\/span><span class=\"word\">SLEEP<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83d\ude22<\/span><span class=\"word\">SAD<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83d\ude28<\/span><span class=\"word\">SCARED<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83c\udfae<\/span><span class=\"word\">PLAY<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83d\udcfa<\/span><span class=\"word\">WATCH<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83e\udd17<\/span><span class=\"word\">HUG<\/span><\/div>\n<\/p><\/div>\n<pee style=\"margin-top:14px;\"><strong>Progressive exercises :<\/strong><\/pee>\n<ul>\n<li><strong>1 pictogram<\/strong> : \u00ab What do you want? \u00bb \u2192 I WANT<\/li>\n<li><strong>2 pictograms<\/strong> : \u00ab What do you want now? \u00bb \u2192 I WANT + DRINK<\/li>\n<li><strong>3 pictograms<\/strong> : complete sentence \u2192 I WANT + PLAY + YES<\/li>\n<li><strong>Emotions<\/strong> : point to what you feel \u2192 SAD \/ SCARED \/ \ud83d\ude0a<\/li>\n<\/ul><\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Professional advice :<\/strong> To go further, the application <a href=\"https:\/\/www.dynseo.com\/mon-dico-une-application-pour-favoriser-la-communication\/\">MY DICTIONARY<\/a> offers hundreds of customizable pictograms on tablet, ideal for patients with ASD, severe aphasia, or at the end of life.<\/div>\n<\/p><\/div>\n<\/div>\n<div class=\"fiche-printable\" id=\"fiche-15\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b015<\/div>\n<h3>Theory of Mind<\/h3>\n<div class=\"badges\"><span class=\"badge\">7 years+<\/span><span class=\"badge\">Social cognition<\/span><span class=\"badge\">20 min<\/span><\/div>\n<\/p><\/div>\n<p>    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-15')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">Read each story. The patient answers the questions. Note if the answer reveals an understanding of others&#8217; intentions\/beliefs.<\/div>\n<div class=\"fiche-content\">\n      <pee style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> assess social cognition (key in patients with ASD and certain aphasias).<\/pee>\n      <pee><strong>Story 1 \u2014 False belief (1<sup>st<\/sup> order)<\/strong><\/pee>\n<div style=\"background:#fff; padding:14px; border-radius:8px; border-left:3px solid #5e5ed7; margin:10px 0;\">\n        <pee style=\"margin:0;\"><em>Anna puts a marble in the red basket. She leaves the room. While she is gone, her brother Tom moves the marble to the blue basket. Anna comes back.<\/em><\/pee>\n      <\/div>\n<div class=\"exo-line\"><span class=\"num\">Q1 :<\/span> Where will Anna look for her marble when she returns? <span class=\"exo-blank\"><\/span><\/div>\n<pee style=\"font-size:0.85em; color:#666;\"><em>Correct answer: red basket (Anna&#8217;s false belief).<\/em><\/pee>\n<pee style=\"margin-top:14px;\"><strong>Story 2 \u2014 Sarcasm<\/strong><\/pee>\n<div style=\"background:#fff; padding:14px; border-radius:8px; border-left:3px solid #5e5ed7; margin:10px 0;\">\n        <pee style=\"margin:0;\"><em>Lucas breaks his mom&#8217;s favorite plate. Mom says while looking at the pieces: \u00ab Well done, that&#8217;s wonderful! \u00bb<\/em><\/pee>\n      <\/div>\n<div class=\"exo-line\"><span class=\"num\">Q2 :<\/span> Is Mom really happy? <span class=\"exo-blank\"><\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">Q3 :<\/span> Why did she say that? <span class=\"exo-blank\"><\/span><\/div>\n<pee style=\"margin-top:14px;\"><strong>Story 3 \u2014 Faux pas<\/strong><\/pee>\n<div style=\"background:#fff; padding:14px; border-radius:8px; border-left:3px solid #5e5ed7; margin:10px 0;\">\n        <pee style=\"margin:0;\"><em>At L\u00e9a&#8217;s birthday, Marc gives her a book. L\u00e9a opens the package and says: \u00ab Another book? I already have dozens, I would have preferred chocolates. \u00bb<\/em><\/pee>\n      <\/div>\n<div class=\"exo-line\"><span class=\"num\">Q4 :<\/span> Did someone say something they should have kept to themselves? <span class=\"exo-blank\"><\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">Q5 :<\/span> Why is what L\u00e9a said a problem? <span class=\"exo-blank\"><\/span><\/div>\n<\/p><\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Professional advice:<\/strong> TSA patients typically struggle with false belief and faux pas questions. Severe aphasic patients may understand the intention without being able to verbalize it: adapt with forced choices.<\/div>\n<\/p><\/div>\n<\/div>\n<h2>How to integrate these activities into your daily practice?<\/h2>\n<pee>Having 15 activity sheets is one thing, knowing how to use them effectively in the office is another. Here are our recommendations based on discussions with hundreds of speech therapists using DYNSEO tools.<\/pee>\n<h3>Build your speech therapy toolbox<\/h3>\n<pee>Our advice: do not try to use all 15 sheets in the first week. Start by identifying <strong>3 to 5 sheets<\/strong> that correspond to the profiles of your current patients, and familiarize yourself with their content. Once you master these sheets, gradually add the others as new cases arise.<\/pee>\n<pee>Here is a <strong>recommended distribution<\/strong> based on your dominant clientele:<\/pee>\n<table class=\"exo-table-print\">\n<tr>\n<th>If your office primarily sees\u2026<\/th>\n<th>Priority sheets<\/th>\n<\/tr>\n<tr>\n<td>Children with speech delay \/ dyslexia<\/td>\n<td>1, 2, 3, 7, 9<\/td>\n<\/tr>\n<tr>\n<td>Children with TDL \/ dysphasia<\/td>\n<td>4, 5, 6, 8, 9<\/td>\n<\/tr>\n<tr>\n<td>Children with ADHD<\/td>\n<td>10, 11, 12, 7<\/td>\n<\/tr>\n<tr>\n<td>Children with TSA \/ autism<\/td>\n<td>13, 14, 15, 6<\/td>\n<\/tr>\n<tr>\n<td>Aphasic adults (post-Stroke)<\/td>\n<td>2, 4, 5, 7, 8, 14<\/td>\n<\/tr>\n<tr>\n<td>Parkinson&#8217;s, ALS adults<\/td>\n<td>1, 3, 12<\/td>\n<\/tr>\n<tr>\n<td>Seniors with early-stage dementia<\/td>\n<td>4, 5, 6, 10, 12<\/td>\n<\/tr>\n<tr>\n<td>End-of-life patients<\/td>\n<td>14, 15<\/td>\n<\/tr>\n<\/table>\n<h3>Track your sessions and measure progress<\/h3>\n<pee>The rigorous use of these sheets benefits from being <strong>systematically tracked<\/strong>. For this, we provide you with several tools for free:<\/pee>\n<ul>\n<li>The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/fiche-suivi-seance\/\">session tracking sheet<\/a> that allows you to note the activities used, duration, performance, and clinical observations.<\/li>\n<li>The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-suivi-competences\/\">skills tracking chart<\/a> that visualizes progress over several months.<\/li>\n<li>The <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/liaison-booklet\/\">speech therapist-family liaison notebook<\/a> for dialogue with parents and other stakeholders.<\/li>\n<\/ul>\n<pee>All these tools are gathered on our <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/\">catalog page<\/a>, freely accessible and available for immediate download without registration.<\/pee>\n<h3>Combine paper activities and digital applications<\/h3>\n<pee>The activities presented in this article are primarily <strong>paper-based materials<\/strong>, ideal for assessments, traditional face-to-face rehabilitation, and patients who appreciate tangible items. But for patients who embrace digital (the vast majority today), a digital complement brings considerable benefits:<\/pee>\n<ul>\n<li><strong>Automatic adaptability<\/strong> of difficulty level<\/li>\n<li><strong>Infinite variety<\/strong> that prevents boredom<\/li>\n<li><strong>Home exercises<\/strong> between sessions<\/li>\n<li><strong>Objective statistics<\/strong> to measure progress<\/li>\n<\/ul>\n<pee>This is exactly what DYNSEO applications offer:<\/pee>\n<ul>\n<li><a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\"><strong>COCO<\/strong><\/a> \u2014 for children aged 5-10, over 30 cognitive games (vocabulary, memory, attention, reading)<\/li>\n<li><a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/clint-brain-games-for-adults\/\"><strong>CLINT<\/strong><\/a> \u2014 for adults (post-Stroke rehabilitation, ADHD, prevention)<\/li>\n<li><a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/scarlett-brain-games-for-seniors\/\"><strong>SCARLETT<\/strong><\/a> \u2014 for seniors (maintenance, early-stage dementia, MCI)<\/li>\n<li><a href=\"https:\/\/www.dynseo.com\/mon-dico-une-application-pour-favoriser-la-communication\/\"><strong>MY DICTIONARY<\/strong><\/a> \u2014 for AAC (TSA, severe aphasia, end of life)<\/li>\n<\/ul>\n<div class=\"dynseo-cta-box\">\n<h3>\ud83c\udf93 Deepen your skills with our training<\/h3>\n<pee>DYNSEO is a certified training organization <strong>Qualiopi<\/strong>. We offer speech therapists and other health professionals training on neurodevelopmental disorders (TSA, ADHD, dys), neurodegenerative diseases (Alzheimer&#8217;s, Parkinson&#8217;s), and cognitive rehabilitation.<\/pee>\n<a href=\"https:\/\/www.dynseo.com\/en\/our-training-courses\/\">Discover the training catalog<\/a>\n<\/div>\n<h2>Frequently asked questions for speech therapists<\/h2>\n<div class=\"dynseo-faq\">\n<h4>Do these sheets replace a standardized speech therapy assessment?<\/h4>\n<pee><strong>No.<\/strong> These activities are <em>complementary<\/em> tools for rehabilitation and follow-up in the office. For a diagnosis, you must use validated standardized assessments (BILO, EVALEO, ELO, NEEL for children; MT-86, BDAE, GREMOTs for adults). The quick assessment sheets offered here (1, 2, 4, 9, 10) can serve as a pre-assessment or progress tracking.<\/pee>\n<\/div>\n<div class=\"dynseo-faq\">\n<h4>Can I adapt the sheets to my specific needs?<\/h4>\n<pee>Absolutely. It is even recommended: adapt the words, the level of difficulty, the length of the series according to your patient&#8217;s profile. The standardization of the sheets is intentionally flexible to encourage this individualization.<\/pee>\n<\/div>\n<div class=\"dynseo-faq\">\n<h4>How many activities per session?<\/h4>\n<pee>Variable depending on age and pathology. <strong>General guideline:<\/strong><\/pee>\n<ul>\n<li>Children 5-8 years: 2-3 short activities (10-15 min each)<\/li>\n<li>Children 8-12 years: 3-4 activities (15-20 min)<\/li>\n<li>Adolescents\/adults: 2-3 more in-depth activities (20-25 min)<\/li>\n<li>Seniors: 2 activities maximum (15-20 min) with breaks<\/li>\n<\/ul>\n<pee>Always alternate modalities (oral\/written, paper\/manipulation, calm\/dynamic) to maintain attention.<\/pee>\n<\/div>\n<div class=\"dynseo-faq\">\n<h4>How to assign these activities for homework?<\/h4>\n<pee>Several options: 1) print the sheet and hand it over at the end of the session; 2) fill in the <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/liaison-booklet\/\">communication notebook<\/a> with the instructions; 3) send the PDF by email to the parents. Important: <strong>clearly explain the instructions<\/strong> to the parents before they do the activity, to avoid misunderstandings.<\/pee>\n<\/div>\n<div class=\"dynseo-faq\">\n<h4>Are the activities compatible with my current rehabilitation method?<\/h4>\n<pee>Yes. These sheets are <strong>independent of any particular theoretical approach<\/strong> (PROMPT, ABA, DNP, Borel-Maisonny method, etc.). They can therefore be integrated into your usual framework as activity supports, without disrupting your practice.<\/pee>\n<\/div>\n<div class=\"dynseo-faq\">\n<h4>Can these sheets be used in tele-speech therapy consultations?<\/h4>\n<pee>Yes, by sending the PDF to the patient before the session by email. The most suitable activities for video are sheets 4 (evocation), 5 (definition), 7 (comprehension), 10 (span), 13 (turn-taking). Avoid sheets requiring cutting materials (2 in this article).<\/pee>\n<\/div>\n<div class=\"dynseo-faq\">\n<h4>Is there a specific sheet for stuttering?<\/h4>\n<pee>Not in this article. Stuttering requires a very specific approach (motor control, rate management, ease techniques). We will soon publish a dedicated article. In the meantime, sheets 3 (praxis) and 13 (turn-taking) can serve as support in addition to a validated method (Lidcombe, Camperdown, Restart-DCM).<\/pee>\n<\/div>\n<h2>To go further<\/h2>\n<pee>You have explored our 15 cabinet activities. To complete your speech therapy toolbox, several DYNSEO resources may be useful to you:<\/pee>\n<ul>\n<li><strong>Free administrative tools<\/strong>: find in our dedicated article the <a href=\"https:\/\/www.dynseo.com\/en\/materiel-orthophoniste-gratuit-2\/\">15 professional supports<\/a> for cabinet management (anamnesis sheets, assessments, reports).<\/li>\n<li><strong>Activities for patients at home<\/strong>: our articles on <a href=\"https:\/\/www.dynseo.com\/exercices-orthophonie-imprimer\/\">printable exercises by level<\/a> and <a href=\"https:\/\/www.dynseo.com\/en\/exercices-orthophonie-adulte-imprimer-2\/\">specific adult exercises<\/a> can complement your arsenal to give &#8220;homework&#8221; between sessions.<\/li>\n<li><strong>Fun games for children<\/strong>: our <a href=\"\/jeux-orthophonie-imprimer\/\">15 printable speech therapy games for children<\/a> and our <a href=\"\/jeux-orthophonie-gratuit\/\">online speech therapy games<\/a> are perfect for fun sessions.<\/li>\n<li><strong>Complete tools catalog<\/strong>: the <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/\">DYNSEO tools page<\/a> gathers all free professional supports, available immediately without registration.<\/li>\n<li><strong>Online cognitive tests<\/strong>: our <a href=\"https:\/\/www.dynseo.com\/en\/our-tests\/\">free tests<\/a> (memory, attention, executive functions, mental age) allow for quick screening complementary to your assessments.<\/li>\n<li><strong>Continuing education<\/strong>: our <a href=\"https:\/\/www.dynseo.com\/en\/our-training-courses\/\">Qualiopi trainings<\/a> cover autism, ADHD, dementias, neurodegenerative diseases, and many other topics.<\/li>\n<\/ul>\n<pee>Speech therapy is a profession that requires varied tools, continuing education, and ongoing dialogue with families, doctors, and other health professionals. DYNSEO has been developing concrete solutions for 13 years to support French and international speech therapists. Feel free to explore our site, try our applications for free, and contact us with any questions. Happy practicing to all!<\/pee>\n<\/div>\n<\/div>\n<p>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Activities and Games for Speech Therapist: 15 Free Resources for the Office You are a speech therapist and you are looking to enrich your office with new playful and therapeutic activities? You are starting your practice and want to quickly build a complete toolbox without spending hundreds of euros on materials? You are replacing a [&hellip;]<\/p>\n","protected":false},"author":4,"featured_media":100456,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"[et_pb_section fb_built=\"1\" admin_label=\"Article HTML\" _builder_version=\"4.16\" custom_padding=\"0px||0px||false|false\" global_colors_info=\"{}\"][et_pb_row admin_label=\"Contenu\" _builder_version=\"4.16\" width=\"100%\" max_width=\"100%\" custom_padding=\"0px||0px||false|false\" global_colors_info=\"{}\"][et_pb_column type=\"4_4\" _builder_version=\"4.16\" global_colors_info=\"{}\"][et_pb_code admin_label=\"HTML import\u00e9\" _builder_version=\"4.16\" global_colors_info=\"{}\"]<style type=\"text\/css\">\n.dbi-art-ff95cf .dynseo-article { font-family: 'Poppins', -apple-system, sans-serif; color: #333; line-height: 1.7; max-width: 920px; margin: 0 auto; padding: 20px; }\n.dbi-art-ff95cf .dynseo-article h1, .dbi-art-ff95cf .dynseo-article h2, .dbi-art-ff95cf .dynseo-article h3, .dbi-art-ff95cf .dynseo-article h4 { font-family: 'Montserrat', -apple-system, sans-serif; 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}\n}\n\n<\/style>\n<script>\nfunction imprimerFiche(elementId) {\n  \/\/ Retire la classe \"printing\" de toutes les fiches\n  document.querySelectorAll('.fiche-printable').forEach(function(f) {\n    f.classList.remove('printing');\n  });\n  \/\/ Ajoute la classe \u00e0 la fiche cible\n  var fiche = document.getElementById(elementId);\n  if (fiche) {\n    fiche.classList.add('printing');\n    setTimeout(function() {\n      window.print();\n      setTimeout(function() {\n        fiche.classList.remove('printing');\n      }, 100);\n    }, 100);\n  }\n}\n\n\/\/ Scroll fluide vers les fiches depuis le sommaire (compense le header WordPress)\ndocument.addEventListener('DOMContentLoaded', function() {\n  document.querySelectorAll('.fiches-index a[href^=\"#fiche-\"]').forEach(function(link) {\n    link.addEventListener('click', function(e) {\n      e.preventDefault();\n      var targetId = this.getAttribute('href').substring(1);\n      var target = document.getElementById(targetId);\n      if (target) {\n        \/\/ Calcule l'offset en tenant compte d'un \u00e9ventuel header fixe\n        var offset = 100;\n        var bodyRect = document.body.getBoundingClientRect().top;\n        var elementRect = target.getBoundingClientRect().top;\n        var elementPosition = elementRect - bodyRect;\n        var offsetPosition = elementPosition - offset;\n\n        window.scrollTo({\n          top: offsetPosition,\n          behavior: 'smooth'\n        });\n\n        \/\/ Met \u00e0 jour l'URL (ancre dans la barre d'adresse)\n        history.pushState(null, null, '#' + targetId);\n\n        \/\/ Effet visuel : surligne la fiche pendant 2 secondes\n        document.querySelectorAll('.fiche-printable').forEach(function(f) {\n          f.classList.remove('fiche-highlight');\n        });\n        setTimeout(function() {\n          target.classList.add('fiche-highlight');\n          setTimeout(function() {\n            target.classList.remove('fiche-highlight');\n          }, 2000);\n        }, 600);\n      }\n    });\n  });\n});\n<\/script>\n<div class=\"dbi-art-ff95cf\">\n<!-- META SEO\nMeta title : Activities and Games for Speech Therapist: 15 Free Resources for the Office\nMeta description : 15 free activities for speech therapists: quick assessments, vocabulary sheets, syntax, memory, executive functions, communication. Printable PDFs.\n-->\n\n<div class=\"dynseo-article\">\n\n<h1>Activities and Games for Speech Therapist: 15 Free Resources for the Office<\/h1>\n\n<div class=\"dynseo-intro\">\n<p><strong>You are a speech therapist<\/strong> and you are looking to enrich your office with new playful and therapeutic activities? You are starting your practice and want to quickly build a complete toolbox without spending hundreds of euros on materials? You are replacing a colleague and need ready-to-use materials for next week?<\/p>\n<p>This article has been designed for you. We have gathered <strong>15 free activities and games<\/strong> that you can print immediately and use in your next session. Each sheet targets a specific area (oral language, written language, memory, attention, executive functions, communication) with instructions, materials, procedures, and clinical advice. Click on \"Print this sheet\" to download as PDF.<\/p>\n<\/div>\n\n<h2>Why diversify your activities in the office?<\/h2>\n\n<p>Speech therapists know that <strong>diversifying materials<\/strong> is one of the keys to therapeutic engagement. A patient who encounters the same exercises in each session becomes bored, loses motivation, and progresses less. In contrast, an office that offers a <em>variety of games and activities<\/em> stimulates attention, renews motivation, and allows targeting multiple aspects of a disorder.<\/p>\n\n<p>This diversification is not just a matter of motivation: it also has a <strong>neuroscientific basis<\/strong>. Brain plasticity is maximized when stimuli are varied and progressive. The same cognitive domain (for example, working memory) can be worked on through different materials (visual, auditory, kinesthetic), which multiplies recovery pathways.<\/p>\n\n<p>Finally, from a pragmatic standpoint, having a <strong>well-stocked activity bank<\/strong> allows for responding to unforeseen situations: a patient who does not engage with the planned activity, an extended session, a younger sibling attending, etc. It is better to have 30 sheets in your drawer and use only 10 than the reverse.<\/p>\n\n<h3>What activities for which patient?<\/h3>\n\n<p>The 15 sheets proposed in this article cover the <strong>main areas of speech therapy intervention<\/strong>:<\/p>\n\n<ul>\n<li><strong>Articulation and phonology<\/strong> (3 sheets): for children with speech delays, phonological dyslexia, dysarthria<\/li>\n<li><strong>Vocabulary and semantics<\/strong> (3 sheets): for oral language disorders, word-finding difficulties, aphasia<\/li>\n<li><strong>Comprehension and written production<\/strong> (3 sheets): for dyslexia, dysorthographia, post-Stroke rehabilitation<\/li>\n<li><strong>Memory and executive functions<\/strong> (3 sheets): for ADHD, neurodegenerative pathologies, adult cognitive disorders<\/li>\n<li><strong>Communication and pragmatics<\/strong> (3 sheets): for autism, severe aphasia, alternative communication<\/li>\n<\/ul>\n\n<p>To structure your care and track progress, remember that DYNSEO offers you several <strong>professional tools<\/strong> for free, including the <a href=\"https:\/\/www.dynseo.com\/nos-outils\/fiche-suivi-seance\/\">session tracking sheet<\/a>, the <a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-suivi-competences\/\">skills tracking chart<\/a>, and the <a href=\"https:\/\/www.dynseo.com\/nos-outils\/carnet-de-liaison\/\">speech therapist-family liaison notebook<\/a>. These documents complement the activity sheets presented here perfectly.<\/p>\n\n<div class=\"fiches-index\">\n<h3>\ud83d\udccb Summary of the 15 office activities<\/h3>\n<p style=\"margin: 8px 0 0 0; font-size: 0.95em; color: #666;\">Click on an activity to access it, then click on \"Print this sheet\" to download it.<\/p>\n<div class=\"index-grid\">\n  <a href=\"#fiche-1\">1. Express articulatory assessment<\/a>\n  <a href=\"#fiche-2\">2. Minimal pairs assessment<\/a>\n  <a href=\"#fiche-3\">3. Orofacial praxies<\/a>\n  <a href=\"#fiche-4\">4. Lexical field evocation<\/a>\n  <a href=\"#fiche-5\">5. Definition to guess<\/a>\n  <a href=\"#fiche-6\">6. Semantic categories<\/a>\n  <a href=\"#fiche-7\">7. Understanding instructions<\/a>\n  <a href=\"#fiche-8\">8. Syntax gap text<\/a>\n  <a href=\"#fiche-9\">9. Sequential story 4 images<\/a>\n  <a href=\"#fiche-10\">10. Verbal and numerical span<\/a>\n  <a href=\"#fiche-11\">11. Adapted pedagogical Stroop<\/a>\n  <a href=\"#fiche-12\">12. Strategic planning<\/a>\n  <a href=\"#fiche-13\">13. Structured turn-taking<\/a>\n  <a href=\"#fiche-14\">14. AAC pictograms<\/a>\n  <a href=\"#fiche-15\">15. Theory of mind<\/a>\n<\/div>\n<\/div>\n\n<h2>Domain 1 \u2014 Articulation and phonology<\/h2>\n\n<p>The following 3 activities cover the assessment and rehabilitation of articulatory and phonological disorders. They are suitable for both children with speech delays and adults in post-Stroke rehabilitation or following a neurological condition (Parkinson's, early ALS).<\/p>\n\n\n<div class=\"fiche-printable\" id=\"fiche-1\">\n  <div class=\"fiche-header\">\n    <div>\n      <div class=\"fiche-num\">SHEET N\u00b01<\/div>\n      <h3>Express articulatory assessment<\/h3>\n      <div class=\"badges\"><span class=\"badge\">All audiences<\/span><span class=\"badge\">Articulation<\/span><span class=\"badge\">15 min<\/span><\/div>\n    <\/div>\n    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-1')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n  <div class=\"fiche-body\">\n    <div class=\"fiche-consigne\">Ask the patient to repeat each word. Check the phonemes correctly produced, circle the substitutions, distortions, or omissions.<\/div>\n    <div class=\"fiche-content\">\n      <p style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> quickly assess consonant phonemes in initial, medial, and final positions.<\/p>\n      <table class=\"exo-table-print\">\n        <tr><th>Phoneme<\/th><th>Initial<\/th><th>Medial<\/th><th>Final<\/th><th>OK<\/th><th>Error<\/th><\/tr>\n        <tr><td>[p]<\/td><td>daddy<\/td><td>carpet<\/td><td>skirt<\/td><td>\u2610<\/td><td>\u2610<\/td><\/tr>\n        <tr><td>[t]<\/td><td>table<\/td><td>car<\/td><td>cat<\/td><td>\u2610<\/td><td>\u2610<\/td><\/tr>\n        <tr><td>[k]<\/td><td>cabin<\/td><td>echo<\/td><td>park<\/td><td>\u2610<\/td><td>\u2610<\/td><\/tr>\n        <tr><td>[b]<\/td><td>ball<\/td><td>cube<\/td><td>tube<\/td><td>\u2610<\/td><td>\u2610<\/td><\/tr>\n        <tr><td>[d]<\/td><td>tooth<\/td><td>empty<\/td><td>sad<\/td><td>\u2610<\/td><td>\u2610<\/td><\/tr>\n        <tr><td>[g]<\/td><td>station<\/td><td>ring<\/td><td>joke<\/td><td>\u2610<\/td><td>\u2610<\/td><\/tr>\n        <tr><td>[f]<\/td><td>fire<\/td><td>coffee<\/td><td>chief<\/td><td>\u2610<\/td><td>\u2610<\/td><\/tr>\n        <tr><td>[s]<\/td><td>sack<\/td><td>pass<\/td><td>bone<\/td><td>\u2610<\/td><td>\u2610<\/td><\/tr>\n        <tr><td>[\u0283]<\/td><td>cat<\/td><td>hide<\/td><td>ugly<\/td><td>\u2610<\/td><td>\u2610<\/td><\/tr>\n        <tr><td>[v]<\/td><td>bicycle<\/td><td>tank<\/td><td>river<\/td><td>\u2610<\/td><td>\u2610<\/td><\/tr>\n        <tr><td>[z]<\/td><td>zebra<\/td><td>rose<\/td><td>twelve<\/td><td>\u2610<\/td><td>\u2610<\/td><\/tr>\n        <tr><td>[\u0292]<\/td><td>judge<\/td><td>cage<\/td><td>beach<\/td><td>\u2610<\/td><td>\u2610<\/td><\/tr>\n        <tr><td>[l]<\/td><td>bed<\/td><td>ball<\/td><td>salt<\/td><td>\u2610<\/td><td>\u2610<\/td><\/tr>\n        <tr><td>[\u0281]<\/td><td>wheel<\/td><td>park<\/td><td>tour<\/td><td>\u2610<\/td><td>\u2610<\/td><\/tr>\n        <tr><td>[m]<\/td><td>mom<\/td><td>tomato<\/td><td>apple<\/td><td>\u2610<\/td><td>\u2610<\/td><\/tr>\n        <tr><td>[n]<\/td><td>nose<\/td><td>basket<\/td><td>moon<\/td><td>\u2610<\/td><td>\u2610<\/td><\/tr>\n      <\/table>\n      <p style=\"margin-top:14px; font-size:0.9em;\"><strong>Clinical notes :<\/strong> _______________________________________<\/p>\n    <\/div>\n    <div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Professional advice :<\/strong> Screening tool only, to be supplemented by a standardized assessment (BILO, EVALEO) if a disorder is suspected. Also useful for monitoring at the beginning\/end of care.<\/div>\n  <\/div>\n<\/div>\n\n<div class=\"fiche-printable\" id=\"fiche-2\">\n  <div class=\"fiche-header\">\n    <div>\n      <div class=\"fiche-num\">SHEET N\u00b02<\/div>\n      <h3>Minimal pairs assessment<\/h3>\n      <div class=\"badges\"><span class=\"badge\">5 years+<\/span><span class=\"badge\">Discrimination<\/span><span class=\"badge\">15 min<\/span><\/div>\n    <\/div>\n    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-2')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n  <div class=\"fiche-body\">\n    <div class=\"fiche-consigne\">Read each pair of words to the patient. The patient points to the word you pronounced. Note the phonological confusions.<\/div>\n    <div class=\"fiche-content\">\n      <p style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> assess auditory discrimination and identify phonological confusions.<\/p>\n      <table class=\"exo-table-print\">\n        <tr><th>Pair<\/th><th>Phonetic trait<\/th><th>Spoken item<\/th><th>Pointed item<\/th><\/tr>\n        <tr><td>hen \/ ball<\/td><td>voicing<\/td><td>______<\/td><td>______<\/td><\/tr>\n        <tr><td>cup \/ dasse<\/td><td>voicing<\/td><td>______<\/td><td>______<\/td><\/tr>\n        <tr><td>cat \/ jatte<\/td><td>voicing<\/td><td>______<\/td><td>______<\/td><\/tr>\n        <tr><td>fish \/ poison<\/td><td>voicing S\/Z<\/td><td>______<\/td><td>______<\/td><\/tr>\n        <tr><td>skin \/ pot<\/td><td>vowel [o]<\/td><td>______<\/td><td>______<\/td><\/tr>\n        <tr><td>hunt \/ wise<\/td><td>fricative\/sibilant<\/td><td>______<\/td><td>______<\/td><\/tr>\n        <tr><td>wind \/ split<\/td><td>voicing<\/td><td>______<\/td><td>______<\/td><\/tr>\n        <tr><td>hand \/ bread<\/td><td>nasality<\/td><td>______<\/td><td>______<\/td><\/tr>\n        <tr><td>roll \/ ball<\/td><td>liquid\/occlusive<\/td><td>______<\/td><td>______<\/td><\/tr>\n        <tr><td>bed \/ nest<\/td><td>liquid\/nasal<\/td><td>______<\/td><td>______<\/td><\/tr>\n        <tr><td>green \/ iron<\/td><td>voicing<\/td><td>______<\/td><td>______<\/td><\/tr>\n        <tr><td>louse \/ end<\/td><td>voicing<\/td><td>______<\/td><td>______<\/td><\/tr>\n      <\/table>\n      <p style=\"margin-top:14px; font-size:0.9em;\"><strong>Score :<\/strong>\n<div class=\"fiche-consigne\">Ask the patient to imitate each praxia. Note the quality of execution on 3 (0=impossible, 1=hesitant, 2=slow, 3=correct).<\/div>\n    <div class=\"fiche-content\">\n      <p style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> assess bucco-facial motor skills (essential in dysarthria, verbal dyspraxia, post-Stroke).<\/p>\n      <table class=\"exo-table-print\">\n        <tr><th>Praxia<\/th><th>Description<\/th><th>Score \/3<\/th><\/tr>\n        <tr><td><strong>Lips<\/strong><\/td><td>Forced smile (stretch)<\/td><td>___<\/td><\/tr>\n        <tr><td><\/td><td>Kiss (project forward)<\/td><td>___<\/td><\/tr>\n        <tr><td><\/td><td>Alternation kiss\/smile \u00d75<\/td><td>___<\/td><\/tr>\n        <tr><td><strong>Tongue<\/strong><\/td><td>Stick out the tongue<\/td><td>___<\/td><\/tr>\n        <tr><td><\/td><td>Tongue to the right, to the left<\/td><td>___<\/td><\/tr>\n        <tr><td><\/td><td>Tongue up, down<\/td><td>___<\/td><\/tr>\n        <tr><td><\/td><td>Lip round<\/td><td>___<\/td><\/tr>\n        <tr><td><\/td><td>Click the tongue<\/td><td>___<\/td><\/tr>\n        <tr><td><strong>Cheeks<\/strong><\/td><td>Inflate cheeks<\/td><td>___<\/td><\/tr>\n        <tr><td><\/td><td>Suck in cheeks<\/td><td>___<\/td><\/tr>\n        <tr><td><strong>Diadochokinesis<\/strong><\/td><td>\u201cpa-ta-ka\u201d repeated \u00d710<\/td><td>___ \/10<\/td><\/tr>\n        <tr><td><\/td><td>\u201cpa-pa-pa\u201d \u00d710 timed<\/td><td>___ sec<\/td><\/tr>\n      <\/table>\n      <p style=\"margin-top:14px; font-size:0.9em;\"><strong>Total praxies score: ___ \/ 30<\/strong><\/p>\n    <\/div>\n    <div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Professional advice :<\/strong> Presence of a mirror is essential for visual feedback. For children, turn it into a game (\u201cthe clown's grimace\u201d). Score < 18\/30 \u2192 suspect dyspraxia\/dysarthria.<\/div>\n  <\/div>\n<\/div>\n\n<h2>Domain 2 \u2014 Lexicon and semantics<\/h2>\n\n<p>The lexicon is at the heart of many speech therapy interventions: from language delay in children to aphasia in adults, including specific disorders (SLI, dysphasia). The following 3 activities allow for the assessment and rehabilitation of active and passive lexical stock, as well as semantic organization.<\/p>\n\n\n<div class=\"fiche-printable\" id=\"fiche-4\">\n  <div class=\"fiche-header\">\n    <div>\n      <div class=\"fiche-num\">SHEET N\u00b04<\/div>\n      <h3>Evocation by lexical field<\/h3>\n      <div class=\"badges\"><span class=\"badge\">7 years+<\/span><span class=\"badge\">Fluency<\/span><span class=\"badge\">15 min<\/span><\/div>\n    <\/div>\n    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-4')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n  <div class=\"fiche-body\">\n    <div class=\"fiche-consigne\">The patient names as many words from the requested lexical field as possible in 60 seconds. Note the words every 30 seconds to identify the drop in production.<\/div>\n    <div class=\"fiche-content\">\n      <p style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> assess semantic and phonological verbal fluency (major diagnostic test).<\/p>\n      <table class=\"exo-table-print\">\n        <tr><th>Lexical field<\/th><th>0-30s<\/th><th>30-60s<\/th><th>Total<\/th><\/tr>\n        <tr><td><strong>Animals<\/strong> (semantic)<\/td><td>____<\/td><td>____<\/td><td>____<\/td><\/tr>\n        <tr><td><strong>Fruits<\/strong> (semantic)<\/td><td>____<\/td><td>____<\/td><td>____<\/td><\/tr>\n        <tr><td><strong>Clothes<\/strong> (semantic)<\/td><td>____<\/td><td>____<\/td><td>____<\/td><\/tr>\n        <tr><td><strong>Words starting with P<\/strong> (phonological)<\/td><td>____<\/td><td>____<\/td><td>____<\/td><\/tr>\n        <tr><td><strong>Words starting with M<\/strong> (phonological)<\/td><td>____<\/td><td>____<\/td><td>____<\/td><\/tr>\n        <tr><td><strong>Words starting with R<\/strong> (phonological)<\/td><td>____<\/td><td>____<\/td><td>____<\/td><\/tr>\n      <\/table>\n      <p style=\"margin-top:14px; font-size:0.9em;\"><strong>Normative benchmarks (healthy adult) :<\/strong><\/p>\n      <ul style=\"font-size:0.9em;\">\n        <li>Semantic: \u226518 words\/min (animals), \u226515 (other categories)<\/li>\n        <li>Phonological: \u226514 words\/min (letters P, M, R)<\/li>\n      <\/ul>\n      <p style=\"font-size:0.9em;\"><strong>Noted perseverations:<\/strong> ___ &nbsp; <strong>Intrusions:<\/strong> ___<\/p>\n    <\/div>\n    <div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Professional advice :<\/strong> Very sensitive test to detect frontal impairment (drop in phonological) or temporal (drop in semantic). Semantic asymmetry > phonological = frontal profile, phonological asymmetry > semantic = temporal profile.<\/div>\n  <\/div>\n<\/div>\n\n<div class=\"fiche-printable\" id=\"fiche-5\">\n  <div class=\"fiche-header\">\n    <div>\n      <div class=\"fiche-num\">SHEET N\u00b05<\/div>\n      <h3>Definition to guess<\/h3>\n      <div class=\"badges\"><span class=\"badge\">8 years+<\/span><span class=\"badge\">Lexicon<\/span><span class=\"badge\">20 min<\/span><\/div>\n    <\/div>\n    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-5')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n  <div class=\"fiche-body\">\n    <div class=\"fiche-consigne\">Read the definition. The patient guesses the word. If unsuccessful, give a semantic clue (field), then a phonemic clue (1<sup>st<\/sup> letter).<\/div>\n<div class=\"fiche-content\">\n      <p style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> evaluate lexical access on definition (typical of word finding difficulties).<\/p>\n      <table class=\"exo-table-print\">\n        <tr><th>N\u00b0<\/th><th>Definition<\/th><th>Target word<\/th><th>Found alone \/ Hint<\/th><\/tr>\n        <tr><td>1<\/td><td>Tool for cutting wood<\/td><td>saw \/ axe<\/td><td>____<\/td><\/tr>\n        <tr><td>2<\/td><td>Small nocturnal animal with wings<\/td><td>bat<\/td><td>____<\/td><\/tr>\n        <tr><td>3<\/td><td>Room in the house where cooking is done<\/td><td>kitchen<\/td><td>____<\/td><\/tr>\n        <tr><td>4<\/td><td>Person who takes care of teeth<\/td><td>dentist<\/td><td>____<\/td><\/tr>\n        <tr><td>5<\/td><td>Season when leaves fall<\/td><td>autumn<\/td><td>____<\/td><\/tr>\n        <tr><td>6<\/td><td>Brown hot drink in the morning<\/td><td>coffee<\/td><td>____<\/td><\/tr>\n        <tr><td>7<\/td><td>Long clothing for winter<\/td><td>coat<\/td><td>____<\/td><\/tr>\n        <tr><td>8<\/td><td>Insect that produces honey<\/td><td>bee<\/td><td>____<\/td><\/tr>\n        <tr><td>9<\/td><td>Instrument with 88 keys<\/td><td>piano<\/td><td>____<\/td><\/tr>\n        <tr><td>10<\/td><td>Place where children learn<\/td><td>school<\/td><td>____<\/td><\/tr>\n        <tr><td>11<\/td><td>White liquid that comes from cows<\/td><td>milk<\/td><td>____<\/td><\/tr>\n        <tr><td>12<\/td><td>Celestial body that lights up the night<\/td><td>moon<\/td><td>____<\/td><\/tr>\n      <\/table>\n    <\/div>\n    <div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip :<\/strong> The required support profile is very informative. Phonemic help > semantic = pure semantic impairment (degraded semantics). Semantic help > phonemic = lexical access disorder.<\/div>\n  <\/div>\n<\/div>\n\n<div class=\"fiche-printable\" id=\"fiche-6\">\n  <div class=\"fiche-header\">\n    <div>\n      <div class=\"fiche-num\">SHEET N\u00b06<\/div>\n      <h3>Semantic categories<\/h3>\n      <div class=\"badges\"><span class=\"badge\">7 years+<\/span><span class=\"badge\">Categorization<\/span><span class=\"badge\">20 min<\/span><\/div>\n    <\/div>\n    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-6')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n  <div class=\"fiche-body\">\n    <div class=\"fiche-consigne\">Activity 1: sort the words by category. Activity 2: name the category of each list. Activity 3: find the odd one out in each list.<\/div>\n    <div class=\"fiche-content\">\n      <p style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> evaluate semantic organization in networks and categorical flexibility.<\/p>\n      <p><strong>Activity 1 \u2014 Sort these 16 words into 4 categories:<\/strong><\/p>\n      <p style=\"font-size:0.95em;\">dog \u2022 hammer \u2022 apple \u2022 car \u2022 key \u2022 cat \u2022 banana \u2022 train \u2022 screwdriver \u2022 cherry \u2022 rabbit \u2022 plane \u2022 horse \u2022 pear \u2022 pliers \u2022 boat<\/p>\n      <table class=\"exo-table-print\">\n        <tr><th>Animals<\/th><th>Fruits<\/th><th>Tools<\/th><th>Transport<\/th><\/tr>\n        <tr><td>____________<\/td><td>____________<\/td><td>____________<\/td><td>____________<\/td><\/tr>\n        <tr><td>____________<\/td><td>____________<\/td><td>____________<\/td><td>____________<\/td><\/tr>\n        <tr><td>____________<\/td><td>____________<\/td><td>____________<\/td><td>____________<\/td><\/tr>\n        <tr><td>____________<\/td><td>____________<\/td><td>____________<\/td><td>____________<\/td><\/tr>\n      <\/table>\n      <p style=\"margin-top:14px;\"><strong>Activity 2 \u2014 Common category?<\/strong><\/p>\n      <div class=\"exo-line\"><span class=\"num\">a)<\/span> rose \/ tulip \/ daisy \/ lilac \u2192 <span class=\"exo-blank\"><\/span><\/div>\n      <div class=\"exo-line\"><span class=\"num\">b)<\/span> sax \/ piano \/ guitar \/ drums \u2192 <span class=\"exo-blank\"><\/span><\/div>\n      <div class=\"exo-line\"><span class=\"num\">c)<\/span> France \/ Italy \/ Spain \/ Portugal \u2192 <span class=\"exo-blank\"><\/span><\/div>\n      <p style=\"margin-top:14px;\"><strong>Activity 3 \u2014 Find the odd one out:<\/strong><\/p>\n      <div class=\"exo-line\"><span class=\"num\">a)<\/span> cat \u2014 dog \u2014 cow \u2014 <strong>train<\/strong> \u2014 rabbit \u2192 odd one out = <span class=\"exo-blank\"><\/span><\/div>\n      <div class=\"exo-line\"><span class=\"num\">b)<\/span> red \u2014 blue \u2014 green \u2014 <strong>banana<\/strong> \u2014 yellow \u2192 odd one out = <span class=\"exo-blank\"><\/span><\/div>\n      <div class=\"exo-line\"><span class=\"num\">c)<\/span> piano \u2014 guitar \u2014 <strong>chair<\/strong> \u2014 flute \u2014 violin \u2192 odd one out = <span class=\"exo-blank\"><\/span><\/div>\n    <\/div>\n    <div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip :<\/strong> Excellent for patients with semantic dementia (Alzheimer's disease, frontotemporal dementia). Loss of categorization is an early sign.<\/div>\n  <\/div>\n<\/div>\n\n<h2>Domain 3 \u2014 Understanding and written production<\/h2>\n\n<p>The rehabilitation of written language concerns both dyslexic\/dysorthographic children and adults in post-Stroke rehabilitation or with acquired aphasia. The following 3 activities target <strong>understanding instructions<\/strong>, <strong>syntactic mastery<\/strong>, and <strong>narrative coherence<\/strong>.<\/p>\n\n<div class=\"fiche-printable\" id=\"fiche-7\">\n  <div class=\"fiche-header\">\n    <div>\n      <div class=\"fiche-num\">SHEET N\u00b07<\/div>\n      <h3>Understanding instructions<\/h3>\n      <div class=\"badges\"><span class=\"badge\">7 years+<\/span><span class=\"badge\">Understanding<\/span><span class=\"badge\">20 min<\/span><\/div>\n    <\/div>\n    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-7')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n  <div class=\"fiche-body\">\n    <div class=\"fiche-consigne\">Read the instructions to the patient (or have them read). The patient executes them in writing or by gesture. Note the missed elements.<\/div>\n    <div class=\"fiche-content\">\n      <p style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> evaluate the understanding of complex instructions (multi-step, negations, relatives, comparatives).<\/p>\n      <p><strong>Level 1 (1 information) :<\/strong><\/p>\n      <div class=\"exo-line\"><span class=\"num\">1.<\/span> Draw a red circle.<\/div>\n      <div class=\"exo-line\"><span class=\"num\">2.<\/span> Underline the word \u201cCAT\u201d.<\/div>\n      <p style=\"margin-top:10px;\"><strong>Level 2 (2 informations) :<\/strong><\/p>\n      <div class=\"exo-line\"><span class=\"num\">3.<\/span> Draw a blue square to the right of the red circle.<\/div>\n<div class=\"exo-line\"><span class=\"num\">4.<\/span> Circle all the words starting with M.<\/div>\n      <p style=\"margin-top:10px;\"><strong>Level 3 (3 pieces of information + negation) :<\/strong><\/p>\n      <div class=\"exo-line\"><span class=\"num\">5.<\/span> Draw 3 stars, but not in blue.<\/div>\n      <div class=\"exo-line\"><span class=\"num\">6.<\/span> Underline all the names of animals that are not birds.<\/div>\n      <p style=\"margin-top:10px;\"><strong>Level 4 (relative, comparative) :<\/strong><\/p>\n      <div class=\"exo-line\"><span class=\"num\">7.<\/span> Draw a house bigger than the tree, with a chimney on the left.<\/div>\n      <div class=\"exo-line\"><span class=\"num\">8.<\/span> Before writing your name, draw a heart. Then add the date on the right.<\/div>\n      <div class=\"exo-line\"><span class=\"num\">9.<\/span> The dog that is eating the bone is bigger than the one that is sleeping. Draw them.<\/div>\n    <\/div>\n    <div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip :<\/strong> Levels 3-4 are excellent indicators of subtle comprehension disorders, often overlooked in oral communication (contextual anticipation).<\/div>\n  <\/div>\n<\/div>\n\n<div class=\"fiche-printable\" id=\"fiche-8\">\n  <div class=\"fiche-header\">\n    <div>\n      <div class=\"fiche-num\">SHEET N\u00b08<\/div>\n      <h3>Syntaxic fill-in-the-blank text<\/h3>\n      <div class=\"badges\"><span class=\"badge\">9 years+<\/span><span class=\"badge\">Syntax<\/span><span class=\"badge\">20 min<\/span><\/div>\n    <\/div>\n    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-8')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n  <div class=\"fiche-body\">\n    <div class=\"fiche-consigne\">Complete the text with the words from the list. Pay attention to agreements and syntactic coherence.<\/div>\n    <div class=\"fiche-content\">\n      <p style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> assess syntactic mastery, agreements, grammar.<\/p>\n      <p><strong>Words to place :<\/strong> but \u2022 thus \u2022 however \u2022 since \u2022 before \u2022 after \u2022 where \u2022 whose \u2022 when<\/p>\n      <div style=\"background:#fff; padding:18px; border-radius:8px; line-height:2.2;\">\n        <p style=\"margin:0;\">Yesterday, I went to the market <span class=\"exo-blank\"><\/span> I needed fruits. <span class=\"exo-blank\"><\/span> leaving, I checked my list. <span class=\"exo-blank\"><\/span> I arrived at the square, I ran into Marie, <span class=\"exo-blank\"><\/span> I hadn't seen for months.<\/p>\n        <p>We talked a bit. <span class=\"exo-blank\"><\/span> we were in a hurry, we cut the conversation short. <span class=\"exo-blank\"><\/span> I did my shopping: apples, pears, grapes. <span class=\"exo-blank\"><\/span>, I forgot the bread. <span class=\"exo-blank\"><\/span>, I had to go back to the bakery.<\/p>\n      <\/div>\n      <p style=\"margin-top:14px;\"><strong>Bonus activity :<\/strong> put these sentences in order.<\/p>\n      <div class=\"exo-line\"><span class=\"num\">a)<\/span> eat \/ cat \/ the \/ mouse \/ the \u2192 ____________<\/div>\n      <div class=\"exo-line\"><span class=\"num\">b)<\/span> plays \/ park \/ in \/ child \/ the \/ the \u2192 ____________<\/div>\n      <div class=\"exo-line\"><span class=\"num\">c)<\/span> red \/ apples \/ the \/ are \/ ripe \u2192 ____________<\/div>\n    <\/div>\n    <div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip :<\/strong> Connectors (but, however, since) are a major therapeutic target in aphasia and SLI. Their correct use indicates a good prognosis.<\/div>\n  <\/div>\n<\/div>\n\n<div class=\"fiche-printable\" id=\"fiche-9\">\n  <div class=\"fiche-header\">\n    <div>\n      <div class=\"fiche-num\">SHEET N\u00b09<\/div>\n      <h3>Sequential story 4 images<\/h3>\n      <div class=\"badges\"><span class=\"badge\">5 years+<\/span><span class=\"badge\">Narration<\/span><span class=\"badge\">20 min<\/span><\/div>\n    <\/div>\n    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-9')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n  <div class=\"fiche-body\">\n    <div class=\"fiche-consigne\">The patient puts the 4 images in order, then tells the story using temporal connectors (first, then, next, finally).<\/div>\n    <div class=\"fiche-content\">\n      <p style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> assess narrative coherence, use of connectors, chronology.<\/p>\n      <p><strong>Story 1 \u2014 Making a cake :<\/strong><\/p>\n      <table class=\"exo-table-print\">\n        <tr><td style=\"text-align:center; font-size:1.6em;\">\ud83e\udd5a\ud83c\udf3e<br><small>Gather<br>ingredients<\/small><\/td><td style=\"text-align:center; font-size:1.6em;\">\ud83e\udd63<br><small>Mix<br>the dough<\/small><\/td><td style=\"text-align:center; font-size:1.6em;\">\ud83d\udd25<br><small>Bake in<br>the oven<\/small><\/td><td style=\"text-align:center; font-size:1.6em;\">\ud83c\udf82<br><small>Eat the<br>cake<\/small><\/td><\/tr>\n      <\/table>\n      <p style=\"margin-top:14px;\"><strong>Story 2 \u2014 Going to school :<\/strong><\/p>\n      <table class=\"exo-table-print\">\n        <tr><td style=\"text-align:center; font-size:1.6em;\">\u23f0<br><small>Alarm<\/small><\/td><td style=\"text-align:center; font-size:1.6em;\">\ud83d\udebf\ud83e\uddb7<br><small>Toilet<\/small><\/td><td style=\"text-align:center; font-size:1.6em;\">\ud83e\udd50<br><small>Breakfast<\/small><\/td><td style=\"text-align:center; font-size:1.6em;\">\ud83c\udf92\ud83d\ude8c<br><small>Departure<\/small><\/td><\/tr>\n      <\/table>\n      <p style=\"margin-top:14px;\"><strong>Evaluation grid for the story :<\/strong><\/p>\n      <table class=\"exo-table-print\">\n        <tr><th>Criterion<\/th><th>0<\/th><th>1<\/th><th>2<\/th><\/tr>\n        <tr><td>Chronological order respected<\/td><td>\u2610<\/td><td>\u2610<\/td><td>\u2610<\/td><\/tr>\n        <tr><td>Uses temporal connectors<\/td><td>\u2610<\/td><td>\u2610<\/td><td>\u2610<\/td><\/tr>\n        <tr><td>Mention characters<\/td><td>\u2610<\/td><td>\u2610<\/td><td>\u2610<\/td><\/tr>\n        <tr><td>Narrative coherence<\/td><td>\u2610<\/td><td>\u2610<\/td><td>\u2610<\/td><\/tr>\n        <tr><td>Complete sentences<\/td><td>\u2610<\/td><td>\u2610<\/td><td>\u2610<\/td><\/tr>\n      <\/table>\n    <\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Professional advice:<\/strong> Key activity for the TDL assessment and aphasia. Also note the paragraphs (missing word, paraphasias, agrammatism). Excellent reporter before\/after intervention.<\/div>\n  <\/div>\n<\/div>\n\n<h2>Domain 4 \u2014 Memory and executive functions<\/h2>\n\n<p>Working memory and executive functions (planning, flexibility, inhibition) are now recognized as major speech therapy targets, particularly in ADHD, neurodegenerative pathologies, and cognitive rehabilitation post-Stroke. The 3 sheets that follow allow for their assessment and concrete rehabilitation in practice.<\/p>\n\n\n<div class=\"fiche-printable\" id=\"fiche-10\">\n  <div class=\"fiche-header\">\n    <div>\n      <div class=\"fiche-num\">SHEET N\u00b010<\/div>\n      <h3>Verbal and numerical span<\/h3>\n      <div class=\"badges\"><span class=\"badge\">6 years+<\/span><span class=\"badge\">Working memory<\/span><span class=\"badge\">15 min<\/span><\/div>\n    <\/div>\n    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-10')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n  <div class=\"fiche-body\">\n    <div class=\"fiche-consigne\">Read the series at a rate of 1 item per second. The patient repeats forwards and then backwards. Note the maximum length achieved.<\/div>\n    <div class=\"fiche-content\">\n      <p style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective:<\/strong> assess working memory (forwards span) and executive control (backwards span).<\/p>\n      <p><strong>FORWARDS NUMERICAL SPAN<\/strong> (the patient repeats in the same order):<\/p>\n      <table class=\"exo-table-print\">\n        <tr><th>Length<\/th><th>Series A<\/th><th>Series B<\/th><th>Success?<\/th><\/tr>\n        <tr><td>3<\/td><td>5 - 8 - 2<\/td><td>6 - 9 - 4<\/td><td>\u2610<\/td><\/tr>\n        <tr><td>4<\/td><td>6 - 4 - 3 - 9<\/td><td>7 - 2 - 8 - 6<\/td><td>\u2610<\/td><\/tr>\n        <tr><td>5<\/td><td>4 - 2 - 7 - 3 - 1<\/td><td>7 - 5 - 8 - 3 - 6<\/td><td>\u2610<\/td><\/tr>\n        <tr><td>6<\/td><td>6 - 1 - 9 - 4 - 7 - 3<\/td><td>3 - 9 - 2 - 4 - 8 - 7<\/td><td>\u2610<\/td><\/tr>\n        <tr><td>7<\/td><td>5 - 9 - 1 - 7 - 4 - 2 - 8<\/td><td>4 - 1 - 7 - 9 - 3 - 8 - 6<\/td><td>\u2610<\/td><\/tr>\n      <\/table>\n      <p style=\"margin-top:14px;\"><strong>BACKWARDS NUMERICAL SPAN<\/strong> (the patient repeats backwards):<\/p>\n      <table class=\"exo-table-print\">\n        <tr><th>Length<\/th><th>Series A<\/th><th>Series B<\/th><th>Success?<\/th><\/tr>\n        <tr><td>2<\/td><td>5 - 8<\/td><td>6 - 9<\/td><td>\u2610<\/td><\/tr>\n        <tr><td>3<\/td><td>6 - 4 - 3<\/td><td>7 - 2 - 8<\/td><td>\u2610<\/td><\/tr>\n        <tr><td>4<\/td><td>4 - 2 - 7 - 3<\/td><td>7 - 5 - 8 - 3<\/td><td>\u2610<\/td><\/tr>\n        <tr><td>5<\/td><td>6 - 1 - 9 - 4 - 7<\/td><td>3 - 9 - 2 - 4 - 8<\/td><td>\u2610<\/td><\/tr>\n        <tr><td>6<\/td><td>5 - 9 - 1 - 7 - 4 - 2<\/td><td>4 - 1 - 7 - 9 - 3 - 8<\/td><td>\u2610<\/td><\/tr>\n      <\/table>\n      <p style=\"margin-top:14px; font-size:0.9em;\"><strong>Normative benchmarks:<\/strong> adult forwards span = 7\u00b12; backwards span = 5\u00b11. Difference between forwards\/backwards span > 3 = executive impairment.<\/p>\n    <\/div>\n    <div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Professional advice:<\/strong> Variation: word span (dog, table, flower, etc.) or syllable span. Cross with a verbal fluency test to differentiate memory vs lexical access.<\/div>\n  <\/div>\n<\/div>\n\n<div class=\"fiche-printable\" id=\"fiche-11\">\n  <div class=\"fiche-header\">\n    <div>\n      <div class=\"fiche-num\">SHEET N\u00b011<\/div>\n      <h3>Adapted educational Stroop<\/h3>\n      <div class=\"badges\"><span class=\"badge\">8 years+<\/span><span class=\"badge\">Inhibition<\/span><span class=\"badge\">15 min<\/span><\/div>\n    <\/div>\n    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-11')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n  <div class=\"fiche-body\">\n    <div class=\"fiche-consigne\">Step 1: name the color of each rectangle. Step 2: read the words. Step 3 (interference): name the INK COLOR, not the written word!<\/div>\n    <div class=\"fiche-content\">\n      <p style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective:<\/strong> assess verbal inhibition and selective attention (classic Stroop test).<\/p>\n      <p><strong>Step 1 \u2014 Pure colors (time it):<\/strong><\/p>\n      <table class=\"exo-table-print\">\n        <tr><td style=\"background:#5e5ed7; color:#fff; text-align:center;\">\u25a0<\/td><td style=\"background:#e73469; color:#fff; text-align:center;\">\u25a0<\/td><td style=\"background:#a9e2e4; color:#5268c9; text-align:center;\">\u25a0<\/td><td style=\"background:#ffeca7; color:#5268c9; text-align:center;\">\u25a0<\/td><\/tr>\n        <tr><td style=\"background:#e73469; color:#fff; text-align:center;\">\u25a0<\/td><td style=\"background:#a9e2e4; color:#5268c9; text-align:center;\">\u25a0<\/td><td style=\"background:#5e5ed7; color:#fff; text-align:center;\">\u25a0<\/td><td style=\"background:#ffeca7; color:#5268c9; text-align:center;\">\u25a0<\/td><\/tr>\n      <\/table>\n      <p style=\"font-size:0.9em;\">Time: ____ seconds &nbsp;|&nbsp; Errors: ____<\/p>\n      <p style=\"margin-top:14px;\"><strong>Step 2 \u2014 Reading (time it):<\/strong><\/p>\n      <table class=\"exo-table-print\">\n        <tr><td style=\"text-align:center;\">BLUE<\/td><td style=\"text-align:center;\">RED<\/td><td style=\"text-align:center;\">GREEN<\/td><td style=\"text-align:center;\">YELLOW<\/td><\/tr>\n        <tr><td style=\"text-align:center;\">RED<\/td><td style=\"text-align:center;\">GREEN<\/td><td style=\"text-align:center;\">BLUE<\/td><td style=\"text-align:center;\">YELLOW<\/td><\/tr>\n      <\/table>\n      <p style=\"font-size:0.9em;\">Time: ____ seconds &nbsp;|&nbsp; Errors: ____<\/p>\n      <p style=\"margin-top:14px;\"><strong>Step 3 \u2014 Interference (SAY THE INK COLOR):<\/strong><\/p>\n      <table class=\"exo-table-print\">\n        <tr><td style=\"text-align:center; color:#e73469;\">BLUE<\/td><td style=\"text-align:center; color:#5e5ed7;\">RED<\/td><td style=\"text-align:center; color:#5268c9;\">GREEN<\/td><td style=\"text-align:center; color:#a9e2e4;\">YELLOW<\/td><\/tr>\n        <tr><td style=\"text-align:center; color:#5268c9;\">RED<\/td><td style=\"text-align:center; color:#e73469;\">GREEN<\/td><td style=\"text-align:center; color:#a9e2e4;\">BLUE<\/td><td style=\"text-align:center; color:#5e5ed7;\">YELLOW<\/td><\/tr>\n      <\/table>\n      <p style=\"font-size:0.9em;\">Time: ____ seconds &nbsp;|&nbsp; Errors: ____<\/p>\n      <p style=\"margin-top:14px; font-size:0.9em;\"><strong>Stroop Index:<\/strong> \u0394 Step 3 - Step 1. > 50% = inhibition impairment (ADHD, dysexecutive syndrome).<\/p>\n    <\/div>\n    <div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Professional advice:<\/strong> Non-standardized educational tool: to be complemented by a validated Stroop (TEA-Ch, Conners) for diagnosis. Excellent for measuring progress between 2 sessions.<\/div>\n  <\/div>\n<\/div>\n\n<div class=\"fiche-printable\" id=\"fiche-12\">\n  <div class=\"fiche-header\">\n    <div>\n      <div class=\"fiche-num\">SHEET N\u00b012<\/div>\n      <h3>Strategic planning<\/h3>\n      <div class=\"badges\"><span class=\"badge\">10 years+<\/span><span class=\"badge\">Executive<\/span><\n<div class=\"fiche-consigne\">The patient solves planning problems. Note whether he anticipates or acts by trial and error, and the time taken for each problem.<\/div>\n    <div class=\"fiche-content\">\n      <p style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> evaluate planning, anticipation, and strategic reasoning.<\/p>\n      <p><strong>Problem 1 \u2014 The menu<\/strong><\/p>\n      <p style=\"font-size:0.95em;\">You are hosting 6 people for dinner on Saturday evening. You have Friday evening free + Saturday daytime. List the 5 main actions to take in order.<\/p>\n      <div class=\"exo-line\"><span class=\"num\">1.<\/span> ____________________________________________<\/div>\n      <div class=\"exo-line\"><span class=\"num\">2.<\/span> ____________________________________________<\/div>\n      <div class=\"exo-line\"><span class=\"num\">3.<\/span> ____________________________________________<\/div>\n      <div class=\"exo-line\"><span class=\"num\">4.<\/span> ____________________________________________<\/div>\n      <div class=\"exo-line\"><span class=\"num\">5.<\/span> ____________________________________________<\/div>\n      <p style=\"margin-top:14px;\"><strong>Problem 2 \u2014 The trip<\/strong><\/p>\n      <p style=\"font-size:0.95em;\">You are going on vacation for 4 days in 3 weeks. List the 6 steps to take in logical order.<\/p>\n      <div class=\"exo-line\"><span class=\"num\">1.<\/span> ____________________________________________<\/div>\n      <div class=\"exo-line\"><span class=\"num\">2.<\/span> ____________________________________________<\/div>\n      <div class=\"exo-line\"><span class=\"num\">3.<\/span> ____________________________________________<\/div>\n      <div class=\"exo-line\"><span class=\"num\">4.<\/span> ____________________________________________<\/div>\n      <div class=\"exo-line\"><span class=\"num\">5.<\/span> ____________________________________________<\/div>\n      <div class=\"exo-line\"><span class=\"num\">6.<\/span> ____________________________________________<\/div>\n      <p style=\"margin-top:14px;\"><strong>Problem 3 \u2014 The cooking<\/strong><\/p>\n      <p style=\"font-size:0.95em;\">You need to prepare a roast chicken (1 hour in the oven) and saut\u00e9ed potatoes (15 minutes of cooking) at the same time. You want to serve everything hot at 7:30 PM. What time should you start each cooking?<\/p>\n      <div class=\"exo-line\">Start the chicken at: ____ &nbsp;|&nbsp; Start the potatoes at: ____<\/div>\n    <\/div>\n    <div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip :<\/strong> Note the behaviors: does he anticipate before writing or does he jump in? Does he check for coherence? The deficit in planning is central in frontal pathologies (Parkinson's, frontotemporal dementia).<\/div>\n  <\/div>\n<\/div>\n\n<h2>Domain 5 \u2014 Communication and Pragmatics<\/h2>\n\n<p>Pragmatic skills (using language in social context) are at the heart of care for patients with ASD, severe aphasia, and people with communication autonomy loss. DYNSEO offers for this last case its application <a href=\"https:\/\/www.dynseo.com\/mon-dico-une-application-pour-favoriser-la-communication\/\">MY DICTIONARY<\/a>, specifically designed for alternative and augmented communication. The next 3 sheets are complementary activities usable in practice.<\/p>\n\n<div class=\"fiche-printable\" id=\"fiche-13\">\n  <div class=\"fiche-header\">\n    <div>\n      <div class=\"fiche-num\">SHEET N\u00b013<\/div>\n      <h3>Structured turn-taking<\/h3>\n      <div class=\"badges\"><span class=\"badge\">6 years+<\/span><span class=\"badge\">Pragmatics<\/span><span class=\"badge\">25 min<\/span><\/div>\n    <\/div>\n    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-13')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n  <div class=\"fiche-body\">\n    <div class=\"fiche-consigne\">Dialogued activity. Lead a conversation around a theme by following the steps. Check the skills observed throughout the exchange.<\/div>\n    <div class=\"fiche-content\">\n      <p style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> evaluate conversational pragmatics (turn-taking, listening, reformulation, thematic maintenance).<\/p>\n      <p><strong>Proposed theme :<\/strong> \u201cWhat is your best vacation memory?\u201d<\/p>\n      <p><strong>Pragmatic observation grid :<\/strong><\/p>\n      <table class=\"exo-table-print\">\n        <tr><th>Skill<\/th><th>0<\/th><th>1<\/th><th>2<\/th><th>Notes<\/th><\/tr>\n        <tr><td>Initiates the exchange<\/td><td>\u2610<\/td><td>\u2610<\/td><td>\u2610<\/td><td>______<\/td><\/tr>\n        <tr><td>Respects turn-taking<\/td><td>\u2610<\/td><td>\u2610<\/td><td>\u2610<\/td><td>______<\/td><\/tr>\n        <tr><td>Maintains the theme<\/td><td>\u2610<\/td><td>\u2610<\/td><td>\u2610<\/td><td>______<\/td><\/tr>\n        <tr><td>Asks for clarifications<\/td><td>\u2610<\/td><td>\u2610<\/td><td>\u2610<\/td><td>______<\/td><\/tr>\n        <tr><td>Adapts the register to the interlocutor<\/td><td>\u2610<\/td><td>\u2610<\/td><td>\u2610<\/td><td>______<\/td><\/tr>\n        <tr><td>Uses listening markers (\u201cmhm\u201d, \u201cyes\u201d)<\/td><td>\u2610<\/td><td>\u2610<\/td><td>\u2610<\/td><td>______<\/td><\/tr>\n        <tr><td>Asks questions to the other<\/td><td>\u2610<\/td><td>\u2610<\/td><td>\u2610<\/td><td>______<\/td><\/tr>\n        <tr><td>Concludes the exchange<\/td><td>\u2610<\/td><td>\u2610<\/td><td>\u2610<\/td><td>______<\/td><\/tr>\n      <\/table>\n      <p style=\"margin-top:14px; font-size:0.9em;\"><strong>Total score: ___ \/ 16<\/strong> &nbsp;|&nbsp; &lt; 8 = major pragmatic disorder<\/p>\n    <\/div>\n    <div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip :<\/strong> Major target in ASD and pragmatic aphasias. Film the session (with parental consent) for detailed analysis and delayed feedback.<\/div>\n  <\/div>\n<\/div>\n\n<div class=\"fiche-printable\" id=\"fiche-14\">\n  <div class=\"fiche-header\">\n    <div>\n<div class=\"fiche-num\">SHEET N\u00b014<\/div>\n      <h3>CAA Pictograms<\/h3>\n      <div class=\"badges\"><span class=\"badge\">All audiences<\/span><span class=\"badge\">Communication<\/span><span class=\"badge\">20 min<\/span><\/div>\n    <\/div>\n    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-14')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n  <div class=\"fiche-body\">\n    <div class=\"fiche-consigne\">Present the board to the patient. Ask them to express a request, a refusal, or an emotion by pointing to a pictogram. Then combine 2 and then 3 pictograms.<\/div>\n    <div class=\"fiche-content\">\n      <p style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> initiate or enrich Alternative and Augmented Communication (CAA) in practice.<\/p>\n      <p><strong>Base board 12 pictograms :<\/strong><\/p>\n      <div class=\"exo-grid-4\">\n        <div class=\"exo-cell\"><span class=\"icon\">\ud83d\ude0a<\/span><span class=\"word\">I WANT<\/span><\/div>\n        <div class=\"exo-cell\"><span class=\"icon\">\ud83d\udeab<\/span><span class=\"word\">NO<\/span><\/div>\n        <div class=\"exo-cell\"><span class=\"icon\">\u2705<\/span><span class=\"word\">YES<\/span><\/div>\n        <div class=\"exo-cell\"><span class=\"icon\">\ud83d\udca7<\/span><span class=\"word\">DRINK<\/span><\/div>\n        <div class=\"exo-cell\"><span class=\"icon\">\ud83c\udf74<\/span><span class=\"word\">EAT<\/span><\/div>\n        <div class=\"exo-cell\"><span class=\"icon\">\ud83d\udebd<\/span><span class=\"word\">TOILET<\/span><\/div>\n        <div class=\"exo-cell\"><span class=\"icon\">\ud83d\ude34<\/span><span class=\"word\">SLEEP<\/span><\/div>\n        <div class=\"exo-cell\"><span class=\"icon\">\ud83d\ude22<\/span><span class=\"word\">SAD<\/span><\/div>\n        <div class=\"exo-cell\"><span class=\"icon\">\ud83d\ude28<\/span><span class=\"word\">SCARED<\/span><\/div>\n        <div class=\"exo-cell\"><span class=\"icon\">\ud83c\udfae<\/span><span class=\"word\">PLAY<\/span><\/div>\n        <div class=\"exo-cell\"><span class=\"icon\">\ud83d\udcfa<\/span><span class=\"word\">WATCH<\/span><\/div>\n        <div class=\"exo-cell\"><span class=\"icon\">\ud83e\udd17<\/span><span class=\"word\">HUG<\/span><\/div>\n      <\/div>\n      <p style=\"margin-top:14px;\"><strong>Progressive exercises :<\/strong><\/p>\n      <ul>\n        <li><strong>1 pictogram<\/strong> : \u00ab What do you want? \u00bb \u2192 I WANT<\/li>\n        <li><strong>2 pictograms<\/strong> : \u00ab What do you want now? \u00bb \u2192 I WANT + DRINK<\/li>\n        <li><strong>3 pictograms<\/strong> : complete sentence \u2192 I WANT + PLAY + YES<\/li>\n        <li><strong>Emotions<\/strong> : point to what you feel \u2192 SAD \/ SCARED \/ \ud83d\ude0a<\/li>\n      <\/ul>\n    <\/div>\n    <div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Professional advice :<\/strong> To go further, the application <a href=\"https:\/\/www.dynseo.com\/mon-dico-une-application-pour-favoriser-la-communication\/\">MY DICTIONARY<\/a> offers hundreds of customizable pictograms on tablet, ideal for patients with ASD, severe aphasia, or at the end of life.<\/div>\n  <\/div>\n<\/div>\n\n<div class=\"fiche-printable\" id=\"fiche-15\">\n  <div class=\"fiche-header\">\n    <div>\n      <div class=\"fiche-num\">SHEET N\u00b015<\/div>\n      <h3>Theory of Mind<\/h3>\n      <div class=\"badges\"><span class=\"badge\">7 years+<\/span><span class=\"badge\">Social cognition<\/span><span class=\"badge\">20 min<\/span><\/div>\n    <\/div>\n    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-15')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n  <div class=\"fiche-body\">\n    <div class=\"fiche-consigne\">Read each story. The patient answers the questions. Note if the answer reveals an understanding of others' intentions\/beliefs.<\/div>\n    <div class=\"fiche-content\">\n      <p style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> assess social cognition (key in patients with ASD and certain aphasias).<\/p>\n      <p><strong>Story 1 \u2014 False belief (1<sup>st<\/sup> order)<\/strong><\/p>\n      <div style=\"background:#fff; padding:14px; border-radius:8px; border-left:3px solid #5e5ed7; margin:10px 0;\">\n        <p style=\"margin:0;\"><em>Anna puts a marble in the red basket. She leaves the room. While she is gone, her brother Tom moves the marble to the blue basket. Anna comes back.<\/em><\/p>\n      <\/div>\n      <div class=\"exo-line\"><span class=\"num\">Q1 :<\/span> Where will Anna look for her marble when she returns? <span class=\"exo-blank\"><\/span><\/div>\n      <p style=\"font-size:0.85em; color:#666;\"><em>Correct answer: red basket (Anna's false belief).<\/em><\/p>\n\n      <p style=\"margin-top:14px;\"><strong>Story 2 \u2014 Sarcasm<\/strong><\/p>\n      <div style=\"background:#fff; padding:14px; border-radius:8px; border-left:3px solid #5e5ed7; margin:10px 0;\">\n        <p style=\"margin:0;\"><em>Lucas breaks his mom's favorite plate. Mom says while looking at the pieces: \u00ab Well done, that's wonderful! \u00bb<\/em><\/p>\n      <\/div>\n      <div class=\"exo-line\"><span class=\"num\">Q2 :<\/span> Is Mom really happy? <span class=\"exo-blank\"><\/span><\/div>\n      <div class=\"exo-line\"><span class=\"num\">Q3 :<\/span> Why did she say that? <span class=\"exo-blank\"><\/span><\/div>\n\n      <p style=\"margin-top:14px;\"><strong>Story 3 \u2014 Faux pas<\/strong><\/p>\n      <div style=\"background:#fff; padding:14px; border-radius:8px; border-left:3px solid #5e5ed7; margin:10px 0;\">\n        <p style=\"margin:0;\"><em>At L\u00e9a's birthday, Marc gives her a book. L\u00e9a opens the package and says: \u00ab Another book? I already have dozens, I would have preferred chocolates. \u00bb<\/em><\/p>\n      <\/div>\n      <div class=\"exo-line\"><span class=\"num\">Q4 :<\/span> Did someone say something they should have kept to themselves? <span class=\"exo-blank\"><\/span><\/div>\n      <div class=\"exo-line\"><span class=\"num\">Q5 :<\/span> Why is what L\u00e9a said a problem? <span class=\"exo-blank\"><\/span><\/div>\n    <\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Professional advice:<\/strong> TSA patients typically struggle with false belief and faux pas questions. Severe aphasic patients may understand the intention without being able to verbalize it: adapt with forced choices.<\/div>\n  <\/div>\n<\/div>\n\n\n<h2>How to integrate these activities into your daily practice?<\/h2>\n\n<p>Having 15 activity sheets is one thing, knowing how to use them effectively in the office is another. Here are our recommendations based on discussions with hundreds of speech therapists using DYNSEO tools.<\/p>\n\n<h3>Build your speech therapy toolbox<\/h3>\n\n<p>Our advice: do not try to use all 15 sheets in the first week. Start by identifying <strong>3 to 5 sheets<\/strong> that correspond to the profiles of your current patients, and familiarize yourself with their content. Once you master these sheets, gradually add the others as new cases arise.<\/p>\n\n<p>Here is a <strong>recommended distribution<\/strong> based on your dominant clientele:<\/p>\n\n<table class=\"exo-table-print\">\n  <tr><th>If your office primarily sees\u2026<\/th><th>Priority sheets<\/th><\/tr>\n  <tr><td>Children with speech delay \/ dyslexia<\/td><td>1, 2, 3, 7, 9<\/td><\/tr>\n  <tr><td>Children with TDL \/ dysphasia<\/td><td>4, 5, 6, 8, 9<\/td><\/tr>\n  <tr><td>Children with ADHD<\/td><td>10, 11, 12, 7<\/td><\/tr>\n  <tr><td>Children with TSA \/ autism<\/td><td>13, 14, 15, 6<\/td><\/tr>\n  <tr><td>Aphasic adults (post-Stroke)<\/td><td>2, 4, 5, 7, 8, 14<\/td><\/tr>\n  <tr><td>Parkinson's, ALS adults<\/td><td>1, 3, 12<\/td><\/tr>\n  <tr><td>Seniors with early-stage dementia<\/td><td>4, 5, 6, 10, 12<\/td><\/tr>\n  <tr><td>End-of-life patients<\/td><td>14, 15<\/td><\/tr>\n<\/table>\n\n<h3>Track your sessions and measure progress<\/h3>\n\n<p>The rigorous use of these sheets benefits from being <strong>systematically tracked<\/strong>. For this, we provide you with several tools for free:<\/p>\n\n<ul>\n<li>The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/fiche-suivi-seance\/\">session tracking sheet<\/a> that allows you to note the activities used, duration, performance, and clinical observations.<\/li>\n<li>The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-suivi-competences\/\">skills tracking chart<\/a> that visualizes progress over several months.<\/li>\n<li>The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/carnet-de-liaison\/\">speech therapist-family liaison notebook<\/a> for dialogue with parents and other stakeholders.<\/li>\n<\/ul>\n\n<p>All these tools are gathered on our <a href=\"https:\/\/www.dynseo.com\/nos-outils\/\">catalog page<\/a>, freely accessible and available for immediate download without registration.<\/p>\n\n<h3>Combine paper activities and digital applications<\/h3>\n\n<p>The activities presented in this article are primarily <strong>paper-based materials<\/strong>, ideal for assessments, traditional face-to-face rehabilitation, and patients who appreciate tangible items. But for patients who embrace digital (the vast majority today), a digital complement brings considerable benefits:<\/p>\n\n<ul>\n<li><strong>Automatic adaptability<\/strong> of difficulty level<\/li>\n<li><strong>Infinite variety<\/strong> that prevents boredom<\/li>\n<li><strong>Home exercises<\/strong> between sessions<\/li>\n<li><strong>Objective statistics<\/strong> to measure progress<\/li>\n<\/ul>\n\n<p>This is exactly what DYNSEO applications offer:<\/p>\n\n<ul>\n<li><a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\"><strong>COCO<\/strong><\/a> \u2014 for children aged 5-10, over 30 cognitive games (vocabulary, memory, attention, reading)<\/li>\n<li><a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/clint-brain-games-for-adults\/\"><strong>CLINT<\/strong><\/a> \u2014 for adults (post-Stroke rehabilitation, ADHD, prevention)<\/li>\n<li><a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/scarlett-brain-games-for-seniors\/\"><strong>SCARLETT<\/strong><\/a> \u2014 for seniors (maintenance, early-stage dementia, MCI)<\/li>\n<li><a href=\"https:\/\/www.dynseo.com\/mon-dico-une-application-pour-favoriser-la-communication\/\"><strong>MY DICTIONARY<\/strong><\/a> \u2014 for AAC (TSA, severe aphasia, end of life)<\/li>\n<\/ul>\n\n<div class=\"dynseo-cta-box\">\n<h3>\ud83c\udf93 Deepen your skills with our training<\/h3>\n<p>DYNSEO is a certified training organization <strong>Qualiopi<\/strong>. We offer speech therapists and other health professionals training on neurodevelopmental disorders (TSA, ADHD, dys), neurodegenerative diseases (Alzheimer's, Parkinson's), and cognitive rehabilitation.<\/p>\n<a href=\"https:\/\/www.dynseo.com\/nos-formations\/\">Discover the training catalog<\/a>\n<\/div>\n\n<h2>Frequently asked questions for speech therapists<\/h2>\n<div class=\"dynseo-faq\">\n<h4>Do these sheets replace a standardized speech therapy assessment?<\/h4>\n<p><strong>No.<\/strong> These activities are <em>complementary<\/em> tools for rehabilitation and follow-up in the office. For a diagnosis, you must use validated standardized assessments (BILO, EVALEO, ELO, NEEL for children; MT-86, BDAE, GREMOTs for adults). The quick assessment sheets offered here (1, 2, 4, 9, 10) can serve as a pre-assessment or progress tracking.<\/p>\n<\/div>\n\n<div class=\"dynseo-faq\">\n<h4>Can I adapt the sheets to my specific needs?<\/h4>\n<p>Absolutely. It is even recommended: adapt the words, the level of difficulty, the length of the series according to your patient's profile. The standardization of the sheets is intentionally flexible to encourage this individualization.<\/p>\n<\/div>\n\n<div class=\"dynseo-faq\">\n<h4>How many activities per session?<\/h4>\n<p>Variable depending on age and pathology. <strong>General guideline:<\/strong><\/p>\n<ul>\n<li>Children 5-8 years: 2-3 short activities (10-15 min each)<\/li>\n<li>Children 8-12 years: 3-4 activities (15-20 min)<\/li>\n<li>Adolescents\/adults: 2-3 more in-depth activities (20-25 min)<\/li>\n<li>Seniors: 2 activities maximum (15-20 min) with breaks<\/li>\n<\/ul>\n<p>Always alternate modalities (oral\/written, paper\/manipulation, calm\/dynamic) to maintain attention.<\/p>\n<\/div>\n\n<div class=\"dynseo-faq\">\n<h4>How to assign these activities for homework?<\/h4>\n<p>Several options: 1) print the sheet and hand it over at the end of the session; 2) fill in the <a href=\"https:\/\/www.dynseo.com\/nos-outils\/carnet-de-liaison\/\">communication notebook<\/a> with the instructions; 3) send the PDF by email to the parents. Important: <strong>clearly explain the instructions<\/strong> to the parents before they do the activity, to avoid misunderstandings.<\/p>\n<\/div>\n\n<div class=\"dynseo-faq\">\n<h4>Are the activities compatible with my current rehabilitation method?<\/h4>\n<p>Yes. These sheets are <strong>independent of any particular theoretical approach<\/strong> (PROMPT, ABA, DNP, Borel-Maisonny method, etc.). They can therefore be integrated into your usual framework as activity supports, without disrupting your practice.<\/p>\n<\/div>\n\n<div class=\"dynseo-faq\">\n<h4>Can these sheets be used in tele-speech therapy consultations?<\/h4>\n<p>Yes, by sending the PDF to the patient before the session by email. The most suitable activities for video are sheets 4 (evocation), 5 (definition), 7 (comprehension), 10 (span), 13 (turn-taking). Avoid sheets requiring cutting materials (2 in this article).<\/p>\n<\/div>\n<div class=\"dynseo-faq\">\n<h4>Is there a specific sheet for stuttering?<\/h4>\n<p>Not in this article. Stuttering requires a very specific approach (motor control, rate management, ease techniques). We will soon publish a dedicated article. In the meantime, sheets 3 (praxis) and 13 (turn-taking) can serve as support in addition to a validated method (Lidcombe, Camperdown, Restart-DCM).<\/p>\n<\/div>\n\n<h2>To go further<\/h2>\n\n<p>You have explored our 15 cabinet activities. To complete your speech therapy toolbox, several DYNSEO resources may be useful to you:<\/p>\n\n<ul>\n<li><strong>Free administrative tools<\/strong>: find in our dedicated article the <a href=\"\/materiel-orthophoniste-gratuit\/\">15 professional supports<\/a> for cabinet management (anamnesis sheets, assessments, reports).<\/li>\n<li><strong>Activities for patients at home<\/strong>: our articles on <a href=\"\/exercices-orthophonie-imprimer\/\">printable exercises by level<\/a> and <a href=\"\/exercices-orthophonie-adulte-imprimer\/\">specific adult exercises<\/a> can complement your arsenal to give \"homework\" between sessions.<\/li>\n<li><strong>Fun games for children<\/strong>: our <a href=\"\/jeux-orthophonie-imprimer\/\">15 printable speech therapy games for children<\/a> and our <a href=\"\/jeux-orthophonie-gratuit\/\">online speech therapy games<\/a> are perfect for fun sessions.<\/li>\n<li><strong>Complete tools catalog<\/strong>: the <a href=\"https:\/\/www.dynseo.com\/nos-outils\/\">DYNSEO tools page<\/a> gathers all free professional supports, available immediately without registration.<\/li>\n<li><strong>Online cognitive tests<\/strong>: our <a href=\"https:\/\/www.dynseo.com\/nos-tests\/\">free tests<\/a> (memory, attention, executive functions, mental age) allow for quick screening complementary to your assessments.<\/li>\n<li><strong>Continuing education<\/strong>: our <a href=\"https:\/\/www.dynseo.com\/nos-formations\/\">Qualiopi trainings<\/a> cover autism, ADHD, dementias, neurodegenerative diseases, and many other topics.<\/li>\n<\/ul>\n\n<p>Speech therapy is a profession that requires varied tools, continuing education, and ongoing dialogue with families, doctors, and other health professionals. DYNSEO has been developing concrete solutions for 13 years to support French and international speech therapists. Feel free to explore our site, try our applications for free, and contact us with any questions. Happy practicing to all!<\/p>\n\n<\/div>\n\n<\/div>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]","_et_gb_content_width":"","footnotes":""},"categories":[2915],"tags":[],"class_list":["post-583483","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-les-conseils-des-coachs"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.5 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Activities and Games for Speech Therapists: 15 Free Resources for the Office - DYNSEO - Educational apps &amp; brain training apps for all<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.dynseo.com\/en\/activities-and-games-for-speech-therapists-15-free-resources-for-the-office\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Activities and Games for Speech Therapists: 15 Free Resources for the Office - DYNSEO - Educational apps &amp; brain training apps for all\" \/>\n<meta property=\"og:description\" content=\"Activities and Games for Speech Therapist: 15 Free Resources for the Office You are a speech therapist and you are looking to enrich your office with new playful and therapeutic activities? 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