One of my most common goals for patients is mastering irregular past-tense verbs like drove (instead of drived), swung (instead of swinged), flew (instead of flyed), and ate (instead of eated).
I always start this target with flash cards and use a least-to-most cueing hierarchy (unless the child needs a consistent level of support in which case I’ll start there and then gradually give them less). So I’ll show them the card with the present tense and say “He’s eating.” then switch to the past-tense card and say, “Yesterday he…” If they need help I’ll ask, “Is it eated?” If they need more help then I’ll ask, “Is it eated or ate?” and switch the position of the target so that I either say it first or second.
Once a child masters the flashcards I switch to play-based activities because they’re more effective and keep kids motivated to keep working. Here are a couple activities I use for irregular past-tense verbs.
Here are some more ideas for using Toca Pet Doctor in speech & language treatment.
Toca Life World
I set up a room for irregular past-tense verbs in my Toca Life World game. I only have to prepare the room once (unless the game crashes). For each child I’ll load the room and then put the dog on the bed and say, “He’s sleeping and sleeping and sleeping,” before I take the dog off the bed and ask what he did. Just like with the flash cards and move through the cueing hierarchy (again, unless a child demonstrates a consistent need for the same level of support).
Here’s my tutorial for creating a room to target irregular past-tense verbs in Toca Life world for FREE.
Toca Kitchen Monsters
Toca Kitchen Monsters is another FREE app from Toca Boca. In this one we get to choose a monster, choose different ingredients, and try to prepare food that the monsters will eat. While my patients are playing it (or I’m playing it for them online) I can target the following irregular past-tense verbs:
- Chose – the kids get to choose the brown or blue monster, then I can ask them, “What did we do first? Is it ‘we choosed‘?”
- Got – the kids take ingredients out of the refrigerator (found by swiping the left edge of the screen to the right) and then I can ask them, “What did we do next? Is it ‘we gotted food’?”
- Took – I target this the same way as “got” so I ask, “What did we do with the food? Is it ‘we taked it from the fridge’?”
- Put – the kids put the ingredients on the monster’s plate then I can ask, “What did we do with the food? Did we ‘putted‘ it on the plate?”
- Ate – the kids can pull the food up to the monster’s mouth and if he eats it then I can ask, “What did he do with the food? Is it ‘he eated it’?”
- Blew – When the monster won’t eat the food he’ll blow a raspberry at it. The brown monster will do this with the tomato, lemon, and raw steak and the blue monster will do this with the broccoli. After this happens I ask, “What did he do? Is it ‘he blowed a raspberry’?” Sometimes I’ll have to explain what a “raspberry” is in this context, but kids usually understand what I’m talking about the second time around.
- Let – When you try to feed the brown monster a raw tomato and the blue monster raw broccoli they let the food fall off the table and onto the ground (where we can’t see or retrieve it). For this I’ll tell the kids, “It was rolling off the table and he didn’t even stop it – what did he do? Is it ‘he letted it fall’?”
- Fell – After the food falls I can also ask, “The food was falling off the table and now it’s all done. What did it do? Did it ‘falled’?”
- Made – after we prepare the food with the kitchen tools (found by swiping the right edge of the screen to the left) I can ask, “What did we do with the food? Is it ‘we maded it’?”
- Cut – after using the cutting board to cut the food into pieces I ask, “What did we do with the knife? Did we ‘cutted’?”
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