About this resource
Conversation skills grow with practice. These cards pair everyday topics children enjoy with skill cards that prompt the moves that keep a conversation going: asking back, adding a comment, asking a follow-up question and showing you are listening.
Purpose
To give children fun, structured practice in starting and keeping conversations going.
Who it is for
Primary profession: Speech pathologists. Also relevant for educators and school support staff, counsellors and therapists.
Client or participant group: Children aged about 5 to 12 practising conversation skills.
Practice setting: Speech pathology sessions, social skills groups, classrooms and home.
Suggested uses
- Social communication groups
- Speech pathology sessions
- Classroom circle time
- Home practice
Instructions for practitioners
- Choose a few topic cards and one skill card to focus on.
- Model the skill first, then take turns.
- Give specific praise when children use the skill.
- Allow passing and accept answers in any form, including AAC or gestures.
Instructions for clients or participants
- Pick a topic card and answer it.
- Use the skill card to keep the chat going.
- Swap turns.
Accessibility considerations
Icons support the words. Read cards aloud for children who are not yet reading. Accept AAC, gestures and drawing.
Scope and limitations
A practice activity. It does not replace assessment of a child's communication.
Research basis
School-based social and emotional learning programs improve students' social skills, behaviour and academic results. Parent-implemented language strategies and interactive shared reading support children's language development.
- Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
- Mol, S. E., Bus, A. G., de Jong, M. T., & Smeets, D. J. H. (2008). Added Value of Dialogic Parent–Child Book Readings: A Meta-Analysis. Early Education and Development, 19(1), 7–26. https://doi.org/10.1080/10409280701838603
- Roberts, M. Y., & Kaiser, A. P. (2011). The Effectiveness of Parent-Implemented Language Interventions: A Meta-Analysis. American Journal of Speech-Language Pathology, 20(3), 180–199. https://doi.org/10.1044/1058-0360(2011/10-0055)
What is included
A 2-page printable A4 PDF, including a practitioner notes page with the research basis (version 1.0).
Originality
Original Practitioner Plus content: wording, activity structure, layout and icons were created for this resource. No third-party worksheets, illustrations or text were reproduced. Written for Practitioner Plus from the research and guidance listed in the research basis; no third-party worksheet was used as a template.
