How to Use a Fidget Tool Communication Board in Speech Therapy for Self-Regulation
- alykomerch
- Jun 12
- 3 min read
Posted on June 12th, 2025
When working with students who experience sensory challenges, attention difficulties, or emotional dysregulation, having the right tools in your therapy space can make a big difference. But even more powerful than the tools themselves? Giving students a voice to express what they need to regulate.
Enter the Fidget Tool Communication Board—a practical, student-friendly AAC board designed to help neurodiverse learners request sensory tools, advocate for themselves, and stay engaged.
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🛠️ What Is the Fidget Tool Communication Board?
This single-page AAC board is packed with functional vocabulary and high-interest visuals related to commonly used fidget tools. It allows students to express their preferences and needs in a way that’s visual, accessible, and empowering.
The board features both core vocabulary and fringe words like:
✅ I, me, you, want, help, turn, all done, yes, no
✅ pop-it, stress ball, fidget spinner, stretch, squish
✅ suction cup strip, snap snake, wiggle cushion, squeeze bean, stuffed toy, banana toy, noodle
✅ and more!
These visuals give students the language they need to request items like pop-its or stress balls and describe what they want to do (pop, squish, stretch).
My communication board includes:
💡 Why Use a Fidget Communication Board?
Many students—especially those with autism, ADHD, or other neurodevelopmental differences—benefit from fidget tools but struggle to communicate what they need. This board helps bridge that gap by making communication:
🔹 Visual and accessible
🔹 Intentional and consistent
🔹 Respectful of sensory needs
Rather than guessing what will help, students can choose what works best for them and advocate for those needs appropriately.
🧩 How I Use This in My Speech Room
In my speech sessions, I offer the Fidget Tool Communication Board at the start of each session, especially for students who tend to:
Constantly move their hands, feet, or body
Have difficulty transitioning into tasks
Get dysregulated or overwhelmed easily
We use the board together by saying, “What do you need to get ready for speech today?” This simple check-in empowers students to take ownership of their regulation strategies. And it teaches everyone in the room that needing support is okay—and everyone’s brain works differently.
I also take the time to explain that fidget tools are called tools—not toys. We talk about how they help keep our hands and bodies busy so we can learn.
🌱 What Students Learn from Using the Board
Using this board helps my students grow in ways beyond speech and language:
🗣️ Self-Advocacy – Expressing what their body needs
💬 Core Vocabulary Use – Practicing meaningful, everyday words
💖 Empathy Building – Understanding and accepting different needs in the room
🧘 Self-Regulation – Learning what helps them stay calm and focused
Whether you're an SLP, SLPA, special education teacher, or classroom aide, this tool helps you create an inclusive and supportive environment where all learners can thrive.
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About the Author
Hi! I’m Kim, and I’ve been a licensed Speech-Language Pathology Assistant (SLPA) for nearly a decade. I have a B.S. in Speech-Language Pathology and have worked in elementary schools, middle schools, and high schools, providing services to students in general education and special day classes. I created this blog to share my experiences and help other SLPAs navigate their school-based speech therapy journey.
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