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HELP® 1
Handbook of Exercises for Language Processing
Ages: 6-Adult   Grades: 1-Adult

Here are hundreds of ready-to-use, auditory and language processing activities for clients of all ages and abilities. 

Outcomes

  • Improve auditory discrimination and auditory memory
  • Understand questions
  • Build language associations
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#31600
$47.00
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Written in the best-selling format of the HELP series, these lessons are known for their:

  • high quality, timeless content
  • appeal to a broad age-range
  • application to a wide scope of developmental and acquired language disorders
  • goal-driven activities
  • gradual increase in complexity within and between activities

Clients learn to:

  • discriminate auditory differences at sound, word, and sentence levels
  • process and comprehend a variety of verbal information
  • manipulate language and apply language-based concepts to new situations
  • recall progressively longer units of auditory information

The activities develop auditory and language processing in four general areas:

Auditory Discrimination

  • discriminate minimal pairs; sounds in words; word endings; and similar phonemes
  • identify and generate rhyming words
  • identify incorrect words in context

Question Comprehension

  • can, do/does, if, and yes/no questions
  • quantity/comparison questions
  • some/all questions
  • true/false and always/sometimes/never statements
  • simple question response requirements to accommodate clients with deficits in verbal expression

Association

  • if/then statements
  • situational associations
  • comparison of characteristics
  • detect nonsense in sentences
  • associate objects and functions
  • analogies and word relationships

Auditory Memory

  • recognize numbers and words in a pattern
  • recall facts in sentences
  • recall sequences of digits, words, and directions
  • recall information in paragraphs

You may purchase HELP 1 individually or as part of a 5-Book Set.  The 5-Book Set consists of:

HELP 1 Handbook of Exercises for Language Processing

HELP 2 Handbook of Exercises for Language Processing

HELP 3 Handbook of Exercises for Language Processing

HELP 4 Handbook of Exercises for Language Processing

HELP 5 Handbook of Exercises for Language Processing

 

Copyright © 1987

Components
163 pages, IEP goals, answer key

The HELP books are all superior products that go the extra mile to help children with special needs.  Thank you!

Mary Fratianni, Special Needs Coordinator
Port Jefferson Station, NY

  • Effective vocabulary instruction strategies actively engage the student and require higher-level cognitive processing.  These strategies include using new words in novel sentences based on connections to prior knowledge, identifying synonyms and antonyms, and analyzing word features (Kester-Phillips, Foote, & Harper, 2008).
  • Evidence indicates that beyond elementary school, phonological awareness and decoding tasks can be improved by teaching phonological awareness (Schuele & Boudreau, 2008).
  • Association is a powerful way of connecting new vocabulary to well-established vocabulary.  Also, direct teaching of common prefixes, roots, and suffixes is also effective as this targeted information can assist with comprehension of a variety of words (Bromley, 2007).
  • Children with specific language impairment have significant difficulty storing and retrieving verbal information in short-term memory in comparison to visual or nonverbal information (Riccio, Cash, & Cohen, 2007).
  • Explicit teaching of listening skills is vital in both elementary and middle school given that a majority of academic skills are delivered verbally.  Listening skills are necessary for both literacy development and overall academic achievement (Beall, Gill-Rosier, Tate, & Matten, 2008).
  • Asking wh- questions is a common method of teaching.  Difficulty answering wh- questions affects a child academically, linguistically, and socially (Parnell, Amerman, & Hartin, 1986).

HELP 1 Handbook of Exercises for Language Processing incorporates these principles and is also based on expert professional practice that is functionally based.

References

Beall, M.L., Gill-Rosier, J., Tate, J., & Matten, A. (2008). State of the context: Listening in education. The International Journal of Listening, 22, 123-132.

Bromley, K. (2007). Nine things every teacher should know about words and vocabulary instruction. Journal of Adolescent & Adult Literacy, 50(7), 528-537.

Kester-Phillips, D.C., Foote, C.J., & Harper, L.J. (2008). Strategies for effective vocabulary instruction. Reading Improvement, 45(2), 62-68.

Parnell, M.M., Amerman, J.D., & Hartin, R.D. (1986). Responses of language-disordered children to wh- questions. Language, Speech, and Hearing Services in Schools, 17, 95-106.

Riccio, C.A., Cash, D.L., & Cohen, M.J. (2007). Learning and memory performance of children with specific language impairment (SLI). Applied Neuropsychology, 14(4), 255-261.

Schuele, C.M., & Boudreau, D. (2008). Phonological awareness intervention: Beyond the basics. Language, Speech, and Hearing Services in Schools, 39, 3-20.

Author(s)

Andrea M. Lazzari, Patricia M. Peters

Biography

Andrea M. Lazzari, Ed.D., is a speech-language pathologist for Henrico County Public Schools in Richmond, Virginia.  She has previously worked in a community clinic and in private practice.  She has also taught preschool students with disabilities and was the supervisor of early childhood special education programs for the state of Virginia.  She also served as a teacher trainer at the college and university levels.  She is the author or co-author of numerous publications with LinguiSystems, including No-Glamour Question Structure Wh- Questions, No-Glamour Question Structure Interrogative Reversals, Vocabulary To Go, and the HELP series.

Patricia M. Peters, M.Ed., M.P.S., CCC-SLP, is a speech-language pathologist in private practice in Roanoke, Virginia, and is an adjudicator of speech and language disability claims for the Department of Rehabilitative Services for the Commonwealth of Virginia.  She has worked in a community speech and hearing clinic; a private, outpatient rehabilitation clinic; and in a Level 1 acute and trauma center and rehabilitation hospital.  In these settings she has gained experience working with all ages and communication disorders, with specific interest in traumatic brain injury, post stroke, laryngectomy, and voice, as well as articulation and language disorders of varied etiology.  Patti is a fellow of the Speech-Language-Hearing Association of Virginia and the recipient of the DiCarlo Award for Excellence in Clinical Achievement for the Commonwealth of Virginia.  She is the co-author of HELP 2, HELP 3, HELP 4, HELP 5, HELP Elementary, HELP for Word Finding, and HELP for Auditory Processing.

Introduction

This book has been written to help speech-language pathologists, teachers of the learning disabled, parents, and other interested individuals in planning remediation activities for clients with auditory or language learning disabilities.  This book originated from our frustration in trying to find materials in book or manual form which would provide the quality, variety, and range of exercises needed in daily therapy with clients exhibiting varied deficits, abilities, and ages.  We were seeking a book which did not require accompanying materials, was not a portion of an expensive kit, and could be used by paraprofessionals and parents, as well as by speech-language pathologists and teachers.

In presenting this handbook, we have attempted to provide a sufficient amount of material for repeated practice and drill work, which is vital in the remediation of language deficits.  In addition, we have included more difficult exercises to be used with older students and adults.  These exercises have also been found to be helpful to post-stroke patients with deficits in auditory processing and verbal expression.  All exercises contained within this handbook are or are similar to exercises we generated and implemented daily in our therapy sessions.  The various exercises are intended to be used in individual or small group therapy sessions; however, they may also be successfully used in learning centers and self-contained classrooms.

Since HELP was first introduced in 1980, we have received overwhelming, enthusiastic response from our colleagues.  Our initial goals to produce an inexpensive, practical, and quality product apparently were met and appreciated by other professionals, parents, and paraprofessionals in their work with language impaired individuals of all ages.  Suggestions for improvement have been noted throughout the years and have been combined with some of our ideas for the product to bring you the new, improved manuals.

HELP 1 Handbook of Exercises for Language Processing is divided into logical chapters covering a broad range of activities.  We have included those areas with which we have had the most success, hoping to provide a therapeutic instrument that is economical, practical, and thorough.  Activities are provided at the end of each chapter to aid in carryover to everyday situations.

The quality, variety, and range of materials have not been changed in revising.  Some adjustments in stimulus items and answers have been made, however, to remain current.  We hope that the improvements that have been made to the manuals will satisfy some, if not all, of the needs expressed to us and to LinguiSystems over the years.  Your support and constructive suggestions have been and will continue to be very much appreciated.  We hope you will find HELP 1 Handbook of Exercises for Language Processing to be beneficial to you in your everyday therapy and instruction experiences.

AML
PMP