Slamwich

Slamwich

Using games in therapy sessions

Slamwich is a great fun activity that can be used by speech & language therapists, occupational therapists, and special education teachers.  Games can make therapy fun and engaging for the child while the therapist can elicit responses and actions that meet therapy goals. 

Slamwich

Slamwich is a fast moving card game from Gamewright that can be played by two to six players. Slamwich contains a deck of 55 which include 40 Food cards, 12 Muncher cards, and 3 Thief cards. Slamwich can be played by two to six players for ages six and up.  

How to play Slamwich

Deal an even number of cards to all players. Place the leftover cards in a pile in the center, face up.

Start with the player to the left of the dealer. On their turn, each player quickly flips the top card from their hand onto the center pile. When a player recognizes that a double decker sandwich (two identical cards in a row) or Slamwich (two identical cards separated by one different card) has been built, they slam the pile – putting their hand on top of the pile. The first to slam the pile keeps all the cards.

Watch out for a Thief card or a Muncher card. If there is a Thief card played, you want to slam the pile and say “Stop Thief.” The first one to slam the pile and say “Stop Thief,”  stops the Thief and gets to keep all cards in the pile. 

Muncher cards have a number on them, the next players can play up to this number of cards from their pile in hopes of making a Double Decker or Slamwich, or playing another Muncher or Thief card. If the Muncher is not stopped (by a Slam, a Thief card or another Muncher card), the pile is taken by the player who played the original Muncher card.

If a player slams the pile at any other time, they must place the top card from their pile on the bottom of the center pile and their turn ends.

For children who are able to follow those directions, add another step. You can incorporate vocabulary of the food cards.

If the child is more proficient with sound production, have them use the word in a sentence. Start with a carrier sentence, then go to a more complicated sentence.

If the goals are to improve receptive and expressive language, incorporate WH questions.