| 1st session |
To improve receptive vocabulary |
- Mime game: the participant uses gestures and facial expressions to convey a message.
- Drawing a spoken word: the therapist says a word out loud, and the participant has to visually represent the word in a drawing.
- The therapist reads a story or everyday news and, when a specific word appears, the participant must do a previously agreed action. For example, every time the therapist reads the word “dog”, the participant has to clap their hands. |
| 2nd session |
- Synonyms and antonyms game: the therapist asks the participant to identify synonyms and antonyms from a part of speech.
- Guessing game: The therapist provides the participant with a clue or description of a word and asks them to guess the word.
- Storytelling: The therapist asks the participant to tell a story using words that are new or unfamiliar. The therapist, then, asks them questions to check whether they understood the meaning of those words. |
| 3rd session |
To improve semantic categorization |
- Categorization of figures: the participant must separate the figures given by the therapist according to predetermined semantic categories (e.g., colors, foods, household objects).
- Word storage according to semantic categories (each word is added - for example: participant says cow; therapist says cow, duck; then, participant says cow, duck, cat).
- Organizing lists: a list of disorganized words is given, and the participant must organize them into groups. |
| 4th session |
To promote the comprehension of simple oral words and sentences |
- Concept association: the therapist presents the patient with a central word and asks them to list other words related to this central one. For example, if the central word is "school", the patient may list words such as "teacher, student, blackboard, study" and so on.
- Understanding sentences through interpretation and digital game
https://wordwall.net/pt/resource/3045088/compreens%C3%A3o-de-frases. The therapist reads the sentences, and the participant chooses the correct answer. If the digital resource is not available, the therapist asks oral questions about the patient's daily life for the patient to answer.
- Understanding instructions: the therapist gives verbal instructions, and the participant must carry them out. For example: “Pick two objects that you can use to eat”, “Find three objects that are red”, and “Select three clothes that you wear in winter.” |
| 5th session |
To expand the expressive vocabulary |
- Changing the end of a story: the therapist chooses a story and reads it out loud. Then, they ask the participant to tell a new ending to the story, trying to be as detailed and creative as possible.
- Theater: the therapist and the participant create dialogues between the characters, trying to expand vocabulary by using new words.
- Logical-temporal sequence: the participant narrates the story in the logical sequence or the facts that happened in their day. |
| 6th session |
To stimulate the capacity to store and manipulate information |
- Puzzle games: the participant must remember the pieces they tried and the strategies they used to assemble a 24-piece puzzle on average, depending on their cognitive skills.
- Ordering and sequencing: the therapist asks the participant to order a sequence of numbers or objects. Later, they will have to repeat the sequence without seeing the objects.
- Lynx board game: the therapist gives 10 pieces to the participants, and they have 2 minutes to find the requested figures. |
| 7th session |
- Discrimination and visual memory with objects/toys: the therapist places 5 objects for the participant to view for 30 seconds. Then, without the participant seeing it, the therapist removes one object and shows the other ones for the participant to say which object is missing.
- Memory game: the therapist presents the participant with a memory game of at least 16 pairs to play.
- Categories: A letter of the alphabet is randomly chosen for the participant to say a name, color, object, food, and animal. |
| 8th session |
- Imitation game: The therapist asks the participant to repeat a pattern of sounds, words, or phrases. For example, the therapist says "monkey, giraffe, elephant" and asks the participant to repeat in the same order.
- Going to the supermarket: the therapist creates a list with the participant to go to the “supermarket”, then the participant will have to remember and pick up the items they had put on the list.
- Music: the therapist plays music for the participant to listen to, then they play at least the chorus. The genre is at the discretion of the therapist according to the participant's musical taste. A slower pace is suggested. |
| 9th session |
To stimulate the short-term memory |
- Riddles: the therapist creates simple and fun riddles for the participant to figure out.
- Treasure hunt: the therapist organizes a treasure hunt inside or outside the treatment room.
- Building blocks or Lego: the therapist presents challenging pictures for the participant to build different objects with blocks, such as towers, bridges, or houses. |
| 10th session |
- Auditory memory: The therapist asks the participant to listen to a series of numbers, words, or phrases and then repeat them in the correct order. Start with a list of 3 stimuli and gradually increase the amount of information as the participant progresses.
- Stories in sequence: the therapist tells a short story to the participant and asks them to repeat it in the correct order.
- Telephone game: the participant speaks a sentence that will be passed on to the others, one at a time. At the end, check if it is the same sentence as in the beginning. |
| 11th session |
To explore the parts of speech in semantic categories |
- Connecting ideas game and digital games: https://wordwall.net/pt/resource/3480886/categorias-sem%C3%A2nticas, https://wordwall.net/pt/resource/9042367/categorias-sem%C3%A2nticas, https://wordwall.net/pt/resource/17069031/roletas-categorias-sem%C3%A2nticas: the therapist stimulates and increases the lexical repertoire of nouns, adjectives, and verbs from the semantic categories that the participant has difficulty with or relates different semantic fields.
- Game organizing sentences and booklet of structured sentences with images on Velcro: the therapist facilitates the combination of different meanings of words to form sentences. |
| 12th session |
To expand word categorization as nouns, adjectives, and verbs |
- Logical sequence game: the therapist uses sequences of 3 figures, representing names, qualities, and actions for the participant to orally structure sentences and report events.
- “Who?”, “What?”, “How?”, and “Where?” game: the therapist uses images and oral sentence formation. |
| 13th session |
To maximize the perception and agreement of elements in syntactic organization |
- Logical sequence game: the therapist uses sequences of images to produce grammatical oral statements relating to temporal, gender, and number logic.
- Storybooks: as a resource to address aspects of the grammatical structure of the language, in narratives guided by the therapist, but with the participant’s effective participation. Reading is not the goal, but rather, syntactic organization by linking scenes and images. |
| 14th session |
To identify and correct ungrammatical sentences |
- Digital games:
https://wordwall.net/pt/resource/1550191/frases-agramaticais,https://wordwall.net/pt/resource/33673593/ortografia/frases-agramaticais: the therapist reads the sentences in these games, and the participant identifies and make corrections so that they become grammatical.
- List of grammatical and ungrammatical sentences: the therapist orally mediates grammatical and ungrammatical sentences, checking appropriate and inappropriate linguistic structures in the sentence, and the patient must correct them, if necessary. |
| 15th session |
To dissociate grammatical and semantic incorrections |
- List of sentences with grammatical and semantic errors: the therapist orally presents sentences with grammatical and semantic errors for the participant to manipulate and dissociate the grammatical error, without changing the semantic error.
Example:
Therapist: The balls is square.
The patient should answer: The ball is square.
- List of sentences with grammatical and semantic errors: the therapist orally presents sentences with grammatical and semantic errors for the participant to correct the semantic error, without changing the grammatical error.
Example:
Therapist: The balls is square.
The patient should answer: The balls is round. |
