Handbook of Exercises for Language Processing
A skilled progression of activities builds language processing in clients, helping them communicate at
deeper levels and with more preciseness.
- Improve word retrieval and ease of expression
- Answer wh- questions
- Use grammatically correct sentences
Written in the best-selling format of the HELP series, these lessons are widely-recognized 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:
- use associations and categories to recall words
- discriminate question types
- answer questions
- use correct grammar
The activities develop language processing in four general areas:
Specific Word Finding
- phrase completion for verbs, nouns, and prepositions
- sentence completion for nouns
- completion of common sayings and proverbs
- name items in categories
- label categories
- exclude items from categories
- answer wh- and how questions
- contrast wh- question types
- choose correct grammar forms
- supply correct grammar forms
- form grammatically correct sentences
You may purchase HELP 2 individually or as part of a 5-Book Set. The 5-Book Set consists of:
Copyright © 1987
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
- Communication is a fundamental human need. Meeting this need by facilitating and enhancing communication in any form can be vital to a client's well-being (NSA, 2005).
- Intervention for word finding should include retrieval strategies, word finding accommodations, and patient self-awareness (German, 2009).
- Therapy should include tasks that focus on semantic processing, including semantic cueing of spoken output, semantic judgments, and categorization (Taylor-Goh, 2005).
- Asking wh- questions is a common method of teaching. Difficulty answering wh- questions affects a child academically, linguistically, and socially (Parnell, Amerman, & Hartin, 1986).
- A study by Feng and Powers (2005) found that grammatical mini-lessons targeting students' error patterns resulted in improved short- and long-term accuracy.
HELP 2 Handbook of Exercises for Language Processing incorporates these principles and is also based on expert professional practice that is functionally based.
Feng, S., & Powers, K. (2005). The short- and long-term effect of explicit grammar instruction on fifth graders' writing. Reading Improvement, 42(2), 67-72.
German, D.J. (2009). Child word finding: Student voices enlighten us. ASHA Leader, 14(2), 10-13.
National Stroke Association (NSA). (2005). Clinical guidelines for stroke rehabilitation and recovery. Retrieved September 30, 2009, from www.nhmrc.gov.au/PUBLICATIONS/synopses/cp105syn.htm
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.
Taylor-Goh, S. (2005). Royal college of speech & language therapists: Clinical guidelines. United Kingdom: Speechmark.