I use task cards all the time with my students during therapy.  I have created lots of different task card sets over the years in order to target various goals for my students.  I like to use task cards because they are easy to make and each set focuses on a specific skill set my students need to practice.  It’s hard to pick a favorite set of task cards because it really depends on the skill I need to target with my students.  However some of my “go to” task cards which I use all the time and with so many students are my “wh” question task cards.  I always have students working on answering questions.  The set includes “what”, “where”, “who”, “when”, and “why” cards.  Each set has 45 question cards in them.  Then I also created a set of “what doing” cards because I saw a need for answering those questions too.    

For all of these “wh” question cards you can use different levels of prompting depending on your student’s skill level.   With some of my students, I show the student the card first and either I read the question or I have the student read the question if he/she can read.  This provides a visual support to assist with answering the question. 

If my student still cannot answer the question I provide a verbal choice of 2 answers.  For example; “Where do you wear a hat?…on your head or on your feet?”  Often times giving my student that choice of 2 answers helps them answer the question without just giving them the answer.   

Sometimes my student can answer the questions right away and other times they need a choice of answers.  You can change the prompting depending on the question.  I always try to give my students the opportunity to answer the questions first before I provide those choices.

These “wh” cards are also perfect to use with your students who have AAC devices.  I have one group of students I work with who all have AAC devices and have recently been learning about community members.  I grabbed my “Who” task cards and my students started working on finding those different community members on their devices.  They all had to navigate to the people’s page, then to jobs, and find the person to answer the “who” question.  This was great practice for my students. 

For my higher level students, I often ask the question first before I show them the question card to see if the student can answer the question without the added visual support.  If the student cannot answer the question then I show him/her the question card to provide that extra visual support.  If the student still cannot answer that’s when I provide those verbal choices for answers.    

I created the set of “What Doing” cards to work on those action verbs.  Sometimes my students just answer the question using the verb such as “kick”.  I would then practice adding that “ing” ending to the verb to make it “kicking”.  If my students can provide that “ing” action verb then I work with my students to expand those utterances such as “she is kicking” and eventually “she is kicking a ball.”  Again, provide a choice of 2 verbs if the student has difficulty answering.  “What are the kids doing?”  “sleeping or walking?”.      

This is another “go to” activity for me to use with my students who have AAC devices when I want them to learn how to find and use different action verbs on their devices.  They can first find the verb on their device such a “reading” and then work on expanding those utterances on their device such as “she is reading.”

Lots of great practice answering “wh” questions using these task cards both verbally and with AAC devices!  For me these cards are also helpful when gathering progress monitoring data on my students or when I’m assessing a new student.  You can find the “Wh” task cards on TPT with the link – WH Question Task Cards

The “What doing” cards are FREE with the link – “What Are You Doing?” Present Progressive Task Cards

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