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HELP® 3
Handbook of Exercises for Language Processing
Ages: 6-Adult   Grades: 1-Adult

This book is packed with well-planned exercises for higher level language processing.  Use them with a variety of ages and ability levels.  

Outcomes

  • Understand and use higher level concepts
  • Develop flexibility in language
  • Improve critical thinking
  • Improve social language
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#31602
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Written in the widely-acclaimed format of the HELP series, these lessons are known for:

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

Clients learn to:

  • use concepts to describe, compare, and reason
  • be flexible in thinking and communicating
  • use language to identify and solve problems
  • adjust their language to fit the social situation

The activities develop language processing in four general areas:

Concepts

  • understand and use spatial, part/whole relationships, and temporal concepts in language
  • apply word meanings to new contexts
  • use concepts for more complex reasoning

Paraphrasing

  • identify synonyms, antonyms, similar words, and associated words
  • identify accurate paraphrasing
  • paraphrase sentences, common sayings, and paragraphs

Critical Thinking

  • identify items and information needed to perform activities
  • predict difficulties in activities and possible outcomes of situations
  • choose the best solutions to problems
  • give instructions to solve a problem
  • identify causes of problems

Social Language

  • request information
  • initiate and terminate conversations appropriately
  • change conversational topics
  • make inferences

You may purchase HELP 3 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 © 1988

Components
194 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

  • Language issues that underlie and support the school curriculum need to be addressed (Taylor-Goh, 2005).
  • Impairments in the ability to comprehend concepts will negatively affect communication and should be targeted for intervention (ASHA, 2000).
  • Summarization is a skill that helps students identify main ideas, generalize what they have read, and recall information needed to answer comprehension questions (NRP, 2000).
  • Explicitly teaching and reinforcing inference skills, including understanding idioms, yields better overall text comprehension, text engagement, and metacognitive thinking.  Students should cite evidence they used to draw conclusions in order to make the implicit process of making inferences more explicit (McMackin & Lawrence, 2001).
  • Children with language impairments have greater deficits in social cognitive processing than children with normally developing language, particularly recognizing emotions, solving social problems, identifying the feelings of each participant in a conflict, identifying and evaluating strategies to overcome obstacles, and knowing when a conflict is resolved (Cohen et al., 1998).
  • Reasoning and critical thinking are necessary skills for competence across the curriculum.  They require students to examine, relate, and analyze all aspects of a problem or situation.  Students engaged in critical thinking must make associations that connect problems with their prior knowledge (Pelligrini, 1995).

HELP 3 Handbook of Exercises for Language Processing incorporates these principles and is also based on expert professional practice that is functionally based.

References

American Speech-Language-Hearing Association (ASHA). (2000). Guidelines for roles and responsibilities of the school-based speech-language pathologist. Retrieved on October 19, 2009, from www.asha.org/docs/html/GL2000-00053.html

Cohen, N.J., Menna, R., Vallance, D.D., Barwick, M.A., Im, N., & Horodezky, N.B. (1998). Language, social cognitive processing, and behavioral characteristics of psychiatrically disturbed children with previously identified and unsuspected language impairments. Journal of Child Psychology and Psychiatry, 39, 853-864.

McMackin, M.C., & Lawrence, S. (2001). Investing inferences: Constructing meaning from expository texts. Reading Horizons, 42, 117-137.

National Reading Panel (NRP). (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction-Reports of the subgroups. Retrieved October 19, 2009, from www.nichd.nih.gov/publications/nrp/upload/smallbook_pdf.pdf

Pelligrini, J. (1995). Developing thinking and reasoning skills in primary learners using detective fiction. Yale-New Haven Teachers Institute (Vol. 1). Retrieved October 19, 2009, from www.yale.edu/ynhti/curriculum/units/1995/1/95.01.05.x.html

Taylor-Goh, S. (2005). Royal college of speech & language therapists: Clinical guidelines. United Kingdom: Speechmark.

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 1, HELP 2, HELP 4, HELP 5, HELP Elementary, HELP for Word Finding, and HELP for Auditory Processing.

Introduction

The HELP concept began more than twenty years ago in our attempt as practicing speech-language pathologists to organize our stacks of handwritten therapy exercises into a format that could be used more efficiently with our clients and their families.  What evolved from this early attempt at organization has far exceeded our most grandiose expectations.  We found that other language instructors, like us, were in great need of therapy materials which were concise, yet provided numerous practice activities across a variety of language areas.

The philosophy underlying HELP 1 and 2 has motivated and influenced the development of HELP 3 Handbook of Exercises for Language Processing.  In this workbook, we have attempted to present tasks related to daily activities and experiences in a format that can be used easily by clients, as well as their clinicians, teachers, family members, paraprofessionals, and others working to improve communication skills.  Careful attention has been given to the focus and scope of the tasks to ensure that the items presented reflect the interests and practical concerns of clients of a variety of ages and ability levels.

IEP goals have been included to further explain the individual tasks and to help the instructor write goals.  The general activities sections also assist in the carryover of skills learned within the sections to everyday situations.

We cannot offer this addition to the HELP series without extending our appreciation to our many colleagues whose support has been instrumental in the success of HELP.  Your positive comments and suggestions have been a source of encouragement to us in developing HELP 3 Handbook of Exercises for Language Processing.  As you add HELP 3 Handbook of Exercises for Language Processing to your professional libraries, we hope you will continue to find the HELP series to be of practical value in your remediation efforts with language-impaired individuals.

AML
PMP