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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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      • Vocabulary Enrichment Programme
        Speech & language disorders & therapy
        October 2011

        Vocabulary Enrichment Programme

        Enhancing the Learning of Vocabulary in Children

        by Victoria Joffe

        Enhance the understanding and use of vocabulary in secondary school students and young adults. Specifically designed for older children and young adults with language and communication needs, 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 vocabulary and word meanings in students aged from 8 to 18, and aims to: Create an awareness of how improved vocabulary knowledge can be used to enhance learning in school and social interactions in school and home environments. Encourage an awareness and interest in words and language, introduce the concept of words and meanings and identify their role and use in language, communication and social interaction. Introduce the word map and explore the rich networks of information attached to each word, including the meanings and make up of words using root and base words, suffixes and prefixes, synonyms and antonyms, and the etymology (origins) of words. Focus on themes taken from the National Curriculum, including living and non living organisms, planet Earth and the world, the human body, emotions, healthy living, and occupations. Enhance the understanding and use of figurative and idiomatic language as well as more compound and complex sentence structures. Introduce a range of cueing techniques to aid in word retrieval. Provide effective strategies for word learning to encourage independent word learning skills. Teach an effective, efficient and realistic use of the dictionary as a tool for word learning and explore the role of the thesaurus in enhancing oral and written work.

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      • Social Communication Difficulties Resource Pack
        Speech & language disorders & therapy
        November 2011

        Social Communication Difficulties Resource Pack

        by Lucy Prosser et al

        Devised by members of the Speech and Language Therapy team in Portsmouth City teaching PCT this Advice Pack breaks down social communication difficulties into four key areas: Language Conversation skills Social skills Selecting and organising information. The pack will facilitate identification and assessment of social communication difficulties and provide suggested intervention strategies related to specific areas of communication.  A range of photocopiable handouts have been created which address each feature identified.  The handouts provide a description of the SCD feature, examples of how this might present in children and then a list of practical suggestions for teaching specific skills.  An excellent practical resource.

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      • Writing & Developing Social Stories
        Speech & language disorders & therapy
        July 2003

        Writing & Developing Social Stories

        Practical Interventions in Autism

        by Caroline Smith

        This practical resource provides an introduction to the theory and practice of writing social stories. In addition, there are examples of successful stories to use as guides, as well as information and photocopiable resources for delivering training on the use of social stories. Based on detailed work carried out in homes, schools and pre-schools, this book offers practical support to anyone meeting the needs of a child or young adult with an autistic spectrum disorder. Social stories are short stories intended for children with autism to help them understand their social world and behave appropriately within it. The stories: Provide clear, concise and accurate information about what is happening in a specific situation, outlining both why it is happening and what a typical response might be Are written by those directly supporting a child with autism and only successful stories are included in the book Are infinitely flexible and adaptable to an individual child in an individual social situation.

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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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