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    • The Aphasia Resource Book
      Speech & language disorders & therapy
      April 2013

      The Aphasia Resource Book

      Practical ways to help people with aphasia

      by Anne Dalrymple, Sarah Stanfield, Belinda Walker

      Practical activity ideas to help people who have aphasia Designed for use by speech & language therapists, students, volunteers and carers, this is a very user-friendly and practical workbook providing activity ideas to improve skills in specific areas for people who have aphasia. The activities: Cover a range of difficulties encountered in aphasia including: colour recognition, reading and writing, numeracy, memory and vocabulary Progress from easy to more complex tasks for each topic Have a clear rationale for inclusion, form part of an overall progression, and have a simple list of materials required Aim to enhance the client's overall communication skills; this may be by strengthening or teaching skills that have not been so damaged such as gesture, drawing or writing. Resulting from many requests from volunteers, carers and students, this book is ideal for anyone wishing to help people with the frustrating and persisting problem of aphasia. The ideas can also be used as photocopiable homework activities for speech & language therapists to give to clients.

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    • Assisting Students With Language Delays in the Classroom
      Medicine
      October 2015

      Assisting Students With Language Delays in the Classroom

      A practical language programme

      by Francesca Bierens

      Assisting Students with Language Delays in the Classroom is a structured language programme designed for teachers and SENCOs to use in the classroom with children and adolescents with a range of language abilities. This resource caters to the needs of a broad range of students who require assistance with their language development, from the pre-verbal skills of language, progressing through to the skills required for effective, interactive conversation. The resource is accordingly structured within three key sections: The Pre-Verbal Skills of Language The Building Bricks of Language The Skills of Conversation Features are: Step-by-step instructions Language charts 200+ activities and exercise .

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    • Can't Talk? Want to Talk!
      Therapy & therapeutics
      August 2015

      Can't Talk? Want to Talk!

      by Jo Levett, Stephen Street

      One of the best ways to reach a child is through stories. In this beautifully illustrated book, Jo Levett’s simple, touching tale tells the story through the eyes of a young child with selective mutism and perfectly captures her day-to-day conflict of uncertainty and optimism. Can’t Talk? Want to Talk! provides a vehicle for parents, grandparents and teachers to open up a dialogue around selective mutism and start the process of reducing the crippling anxiety felt by children with this poorly understood communication difficulty. The accompanying advice sheets provide sound, straightforward advice for people who know the child. This resource will help to identify selective mutism in a child’s early years, to destigmatise it and give it a name, thereby helping to reduce some of the anguish and distress felt by children, parents and teachers.

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    • Improving Concentration
      Speech & language disorders & therapy
      February 2015

      Improving Concentration

      Evaluating and improving concentration and performance

      by Roy Bailey

      Improving Concentration has been designed to help individuals improve their concentration skills. It is aimed primarily at those taking on a training role in relation to the individual concerned. However, it can also be used by the individuals themselves as a self-help resource. This resource will help trainers to convey to their students: an understanding of concentration how concentration works for them how to improve their concentration skills how to manage concentration in relation to their performance This Psychological skills training resource is arranged in a format that is both easy to use and clear to follow. The activities can be used with both individual students and groups Part 1 'The knowledge base' outlines theoretical perspectives on concentration and describes the Bailey / Brown model of concentration. Part 2 'Pathways to improving concentration' explains and describes how the Bailey / Brown model of concentration can be used as a guide to raising awareness, understanding, monitoring and evaluating interventions aimed at improving concentration in people. Part 3 'The activities' in this resource can be used singly or combined as part of a structured intervention to improve an individual's concentration skills.

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    • Reading Between the Lines
      Speech & language disorders & therapy
      March 2014

      Reading Between the Lines

      Understanding Inference

      by Catherine Delamain, Jill Spring

      This book is designed for teachers and speech and language therapists working in the fields of language and literacy, and concerned with developing inferencing skills in their students. The ability to draw inference is a crucial element in the comprehension of written language, and this valuable tool aids in mainstream classes throughout Key Stage 2. It is especially appropriate for work with children with speech, language and communication needs and those on the autistic spectrum, who are likely to have particular difficulty understanding inference. This book contains a collection of 300 texts which are graded, and lead the student gradually from simple tasks with picture support and plentiful clues to more challenging scenarios where true inference is required. The texts can be used with whole classes, groups and individual children.

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    • School Start
      Speech & language disorders & therapy
      October 2015

      School Start

      Targeted interventionfor language and sound awareness inreception class

      by Catherine de la Bedoyere, Catharine Lowry

      School Start - Targeted intervention for language and sound awareness in reception class is a practical resource that can be used with children who need additional help in developing communication skills during the first year of school. This practical resource is a follow-on from the hugely successful School Start. Teachers and teaching assistants first select children suitable for the programme through the checklists provided; set-up meetings then take place between the inclusion coordinator and school before the child is enrolled on the programme. This second edition focuses primarily on a targeted group intervention, to boost the language and sound awareness skills of children entering reception class, who are delayed in these areas of communication. It also addresses aspects of attention, following instructions and social communication. School Start 2E, aims to help children catch up so that they may be ready to access the learning environment of Year 1.

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    • The Selective Mutism Resource Manual: Second Edition
      Therapy & therapeutics
      October 2016

      The Selective Mutism Resource Manual: Second Edition

      Second Edition

      by Maggie Johnson, Alison Wintgens

      For anyone who needs to understand, assess or manage selective mutism, this is a comprehensive and practical manual that is grounded in behavioural psychology and anxiety management and draws on relevant research findings as well as the authors' extensive clinical experience. Now in its second edition and including new material for adolescents and adults, The Selective Mutism Resource Manual 2e provides: An up-to-date summary of literature and theory to deepen your understanding of selective mutism. A wealth of ideas on assessment and management in home, school and community settings so that its relevance extends far beyond clinical practice. A huge range of printable online handouts and other resources. Case studies and personal stories to illustrate symptoms and demonstrate the importance of tailored interventions. This book is essential reading for people who have selective mutism as well as for the clinicians, therapists, educators, caseworkers and families who support them.

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    • Semantic and Naming Therapy: An Integrated Approach
      Speech & language disorders & therapy
      May 2013

      Semantic and Naming Therapy: An Integrated Approach

      Linking the semantic system with the lexicons

      by Elizabeth Cardell

      This book provides clinicians with evidence-based therapy tasks to enhance naming and word-finding abilities in people with aphasia. The resource addresses the clinical questions of not just “what” to do, but “why” it is being done, and “how” to do it. This first book provides the clinician with tasks that are known to strengthen the link between the semantic system and the phonological output lexicon. The development of the treatment tasks has adhered to current models of psycholinguistic processing and current impairment-based aphasia treatment efficacy research. The tasks items are controlled for word frequency, imageability, and length. Some important and novel features of this therapy resource are that it provides the clinician with: theoretical descriptions of how each task might be influencing the language processing system detailed instructions about tasks and how to teach-on-error structure for monitoring progress and moving clients to higher or lower treatment levels a means through which rate of presentation can be controlled and manipulated In addition, there is repetition and integration of key naming items across different therapy tasks to enhance and reinforce learning, in line with current cognitive learning theory. The resource uses illustrations and includes:(i) a treatment manual containing all information and worksheets(ii) a CD with a copy of all worksheets, as well as computerised naming, oral reading, and repetition tasks

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    • SmiLE Therapy
      Therapy & therapeutics
      October 2015

      SmiLE Therapy

      Functional communication and social skills for deaf students and students with special needs

      by Karin Schamroth, Emma Lawlor

      Students with communication difficulties need skills to communicate functionally in everyday situations, without the usual support and protection from home and school. These skills need to be explicitly taught, to enable them to become confident young adults. smiLE Therapy is an innovative therapy designed to equip students with the skills necessary to become responsible individuals who operate at the highest level of independence that their circumstances and condition allow. Teachers and speech and language therapists have always included functional life skills practice in their work with students. Now, for the first time, they can do so using a therapy with a proven method that has demonstrable outcomes. This book is a practical step-by-step resource, designed to guide teachers and SLTs in the delivery of smiLE Therapy with students who have communication difficulties due to deafness, specific language impairment, learning difficulties, autism or physical disability. Features include: A clear approach to preparing, running and evaluating smile therapy Clear outcome measures from each module to share with parents, staff, education and health managers Photocopiable resources designed to make running modules easier Three case studies each one from a primary, secondary and a post- 16 setting

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    • The Big Book of Storysharing
      Speech & language disorders & therapy
      July 2014

      The Big Book of Storysharing

      A handbook for personal storytelling with children and young people who have severe communication difficulties

      by Nicola Grove

      Personal stories are the way we develop a sense of who we are, make sense of our experiences and make and sustain relationships. Research shows that people with severe communication difficulties - such as severe and profound learning disabilities, autism and language impairments - find it hard to recall and share the stories of their lives. This handbook draws on fifteen years of research and practice into personal storytelling in adult services and educational settings. Storysharing is a unique, innovative and highly effective approach to enabling the most severely disabled individuals to participate in telling their own stories.

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    • Time Matters
      Therapy & therapeutics
      July 2015

      Time Matters

      A practical resource to develop time concepts and self-organisation skills in older children and young people.

      by Janet Pembery, Clare Doran, Sarah Dutt

      Time Matters is a practical resource to help children and young people learn about time. Time is usually taught through the Primary school years, teachers working in Secondary schools have been very surprised to discover these gaps in students understanding of calendar time, having assumed that these skills have been acquired at an earlier age. This practical resource aims to break down the complexities involved in learning about time concepts and to take into account the many different skills required which make demands on memory, numeracy, language, perceptual and visual-spatial abilities and general cognitive functioning. Time Matters includes assessments, teaching activities and strategies to reinforce the learning of time concepts. The content covers a broad spectrum of time-related subjects from highly practical skills related to teaching clock and calendar time, to functional activities to develop an individual’s ability to estimate time and organise their time effectively. This practical resource: Helps to teach the essential skills needed to carry out a range of time-related concepts e.g. telling the time on a clock. Can be used by older children, young people and adults who have learned some of the key concepts but need more in-depth knowledge, further practice, or opportunities to practise skills in a functional way. Includes case studies and the rationale for working on different aspects of time, teaching worksheets and also practical strategies and activities to develop life skills which affect us all e.g. making and keeping appointments, travelling, using calendars and diaries etc. Can be used in a range of settings including: Education, Health and Social Care

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    • Narrative Intervention Programme
      Speech & language disorders & therapy
      July 2011

      Narrative Intervention Programme

      by Victoria Joffe

      Specifically designed for older children and young adults, this practical language programme was created by a specialist speech & language therapist with input from secondary school teachers and students. It focuses on enhancing the understanding and expression of stories in students aged from 8 to 18 with language and communication difficulties, and aims to: Create an awareness of how storytelling can be used to enhance learning in school and social interactions in school and home environments. Facilitate storytelling. Enhance the joy and enjoyment in telling stories. Identify different types of narratives and provide examples for each type. Encourage effective listening and attention skills. Examine different means of making story production more interesting through vocal variety, body language and print. Encourage the use of the story planner in planning and structuring essays in the classroom and for homework.

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    • Practical Intervention for Early Childhood Stammering
      Speech & language disorders & therapy
      July 2008

      Practical Intervention for Early Childhood Stammering

      by Elaine Kelman, Alison Nicholas

      Therapy for young children who stammer is now high priority, with growing research evidence supporting early intervention. This manual from the Michael Palin Centre for stammering Children (MPC) is a detailed, step-by-step guide intended to support general and specialist speech and language therapists in developing their confidence and skills in working with this age group. The manual is based on a strong theoretical framework which explains the factors contributing to the onset and development of stammering and describes recent research findings regarding the nature of stammering in this age group. It provides a comprehensive guide to the assessment process and helps to identify which children are likely to recover naturally and which are at risk of developing a persistent stammering problem. The therapy approach has been successfully tried and tested at the Michael Palin Centre, and the manual provides detailed descriptions of the therapy process. It also includes a supporting CD-Rom and photocopiable resources such as assessment and therapy forms and parents' handouts. The MPC approach is a combination of indirect therapy methods. The indirect therapy component is aimed at helping parents through the use of video feedback, to identify interaction strategies that support their child's fluency and enhance it in the home environment. In addition the approach addresses other concerns, for example, in relation to confidence building, dealing with sensitive children, and establishing clear structures and boundaries to enhance family relationships. For children at increased risk of persistence, the manual incorporates a direct therapy programme which involves teaching the child strategies for developing fluency. This manual disseminates the MPC's specialist therapy knowledge and research findings, and is an invaluable guide for all speech and language therapists and students working with stammering. Therapy for young children who stammer is now high priority, with growing research evidence supporting early intervention. This manual from the Michael Palin Centre for stammering Children (MPC) is a detailed, step-by-step guide intended to support general and specialist speech and language therapists in developing their confidence and skills in working with this age group. The manual is based on a strong theoretical framework which explains the factors contributing to the onset and development of stammering and describes recent research findings regarding the nature of stammering in this age

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    • Short-term Memory Difficulties in Children
      Therapy & therapeutics
      August 2004

      Short-term Memory Difficulties in Children

      A Practical Resource

      by Joanne Rudland

      This book is ideal for practising education psychologists and speech & language therapists working with children with short-term memory difficulties. Memory therapy can have a direct and positive impact on a child's receptive langauge skills, self-confidence and ability to learn. This practical resource provides a complete programme of ideas for developing a child's short-term memory skills.

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    • Working with Adults with a Learning Disability
      Therapy & therapeutics
      January 2001

      Working with Adults with a Learning Disability

      by Alex Kelly

      A comprehensive and practical resource for all speech and language therapists and students. This book covers all aspects of working with this client group. Written by the author of the hugely successful Talkabout this book covers: An introduction to learning disability Assessment of clients and their environments Profound and multiple disability Social skills Augmentative and alternative communication Dysphagia. Each section gives the reader a theoretical background of the subject under discussion, practical suggestions and formats for assessment, a guide to intervention as well as a clear and worked-out example. In addition, the author addresses staff training, group therapy, accessing the criminal justice system and working with a multi-disciplinary team.

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    • Beyond Aphasia
      Therapy & therapeutics
      June 2000

      Beyond Aphasia

      Therapies for Living with Communication Disability

      by Susie Parr, Jayne Lindsay, Carole Pound, Celia Woolf

      This book focuses explicitly on therapeutic techniques developed from a social model approach to disability and learning to live with difference. It describes theories, activities and methods of implementation developed from the work of Connect with people with long term aphasia. Theoretical discussion runs alongside practical ideas for therapy and evaluation, case studies and commentaries from the authors regarding the method and means of implementation. Synthesises theory and practice in this new area of service delivery. Its non-impairment led focus of the therapies means that it has wide appeal to therapists, health service professionals and volunteers who work with people with chronic disabilities affecting lifestyle and communication.

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    • Working with Dysphagia
      Therapy & therapeutics
      October 2001

      Working with Dysphagia

      by Lizzy Marks, Deirdre Rainbow

      This practical text is indispensable to all clinicians working with dysphagia and is suitable for those involved in a range of settings and with a diversity of client groups. With its perspective on everyday working practice, 'Working with Dysphagia' fills a gap in an area where practical and workable material is much sought after. It includes: Introduction The normal swallow Respiration and aspiration Subjective assessment Objective assessment General issues in management Tracheostomies and ventilators Nutrition and hydration Legal and professional issues Health and safety Making ethical decisions Training other professionals Appendices bring together examples of client advice sheets, programmes and details of available resources, including internet sites. This book is a useful resource for all therapists, ranging from students to specialist, as the practical assessment approach and comprehensive management strategies are supported throughout with references of recent relevant research.

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    • Therapeutic Groupwork with Children
      Therapy & therapeutics
      June 2001

      Therapeutic Groupwork with Children

      by Sydney Bayley, Joost Drost

      A hands-on collection of activities to change children's perception of how they see things. Topics covered include: Empathy Trust Choices Problem-solving Self-identity and self-esteem Expressions of feelings and opinions Working together. Activites are divided into two age groups, 5 to 7 and 8 to 11, so are carefully targeted to the way children think. An invaluable resource for all professionals who work with young children.

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    • Semantic Workbooks
      Speech & language disorders & therapy
      December 2002

      Semantic Workbooks

      by Kaye Beveridge, Stobhill Hospital, Caroline Davidson, Carol Nelson

      Using hundreds of clear and captivating illustrations, this photocopiable resource provides a range of semantic therapy ideas and materials. Designed for use with adults with acquired neurological disorders and based on the cognitive neuropsychological model of language processing, each section covers specific aspects of semantics. Contains an excellent range of visual materials. Gives a range of semantic therapy ideas and materials that can be used individually or modified for use with groups. Exercises are graded in order of difficulty and presented in a range of formats, eg, pictures only, written word only and pictures with words. Designed for use with adults with acquired neurological disorders and based on the cognitive neuropsychological model of language processing. Many of the picture exercises would also be suitable for semantic work with children. Gives the busy therapist an easy, quick and high quality resource for everyday use.

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    • Developing Language Concepts
      Speech & language disorders & therapy
      June 2006

      Developing Language Concepts

      Programmes for School-Aged Children

      by Bridget Burrows

      This book is a valuable resource for all speech language therapists, teachers and support assistants working with children in schools and community clinics. It provides practical, step-by-step photocopiable programmes to help with specific language concepts, such as amount, colour, size, time and shape. The programmes are intended for speech language therapists to copy and send to the school where staff can deliver the programmes, although they can be used by the therapist themselves. Clearly set out, the exercises can be personalised for each child and are graded so that the therapist can select and copy the sheets relevant to the child's needs. Each programme introduces the concept, teaches it and then checks to see if the child understands it. There is also practical advice on setting up therapy programmes in schools, such as setting up appointments, working in the school with children, staff and parents, covering letters to send with the programme, how to write programmes and many other useful tips.

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