Use six approaches to improve word finding: associations, themes, definitions, questions, parts of speech, and context. Hundreds of stimuli help clients recall a variety of words.
- Increase the speed of word retrieval
- Communicate with more ease and expression
Written in the widely-acclaimed format of the HELP series, these lessons have:
- high quality, timeless content
- goal-driven activities
- appeal for a broad age range
- a gradual increase in complexity within and between activities
- application to a wide range of developmental and acquired language disorders
Stimulate word retrieval and rapid recall with lessons organized by these areas:
Recall words through familiar associations like rhymes, songs, and story titles; common foods, people, nouns, and verbs; name brands; abbreviations, geographical words; and similes, idioms, and proverbs.
Descriptive phrases help clients recall 24 words for each theme. The themes are everyday subjects like clothing, school, furniture, forest, and transportation.
Retrieve a variety of words based on their brief definitions. Clients identify objects, actions, and situations; identify items by their word class; and supply opposites and synonyms.
Answer wh- questions with word banks, without word banks, and in fill-in-the-blank formats.
Parts of Speech
Supply nouns, verbs, adjectives, and prepositions using word banks and fill-in-the-blank formats.
Practice word finding with common conversational statements, themes, inferences in sentences, common sayings, and survival words.
Copyright © 1995
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, both verbal and nonverbal, 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).
- Word-finding problems can positively impact learning and socialization at all ages (German, 2009).
- Words are stored both by phonological features and semantic schemas. Words that are higher in frequency may be easier for a client to retrieve than those that are lower in frequency (German & Newman, 2004).
- Intervention for word finding should include retrieval strategies, word-finding accommodations, and patient self-awareness (German, 2009).
- Advances in the study of the brain and neuroplasticity guide future ideas for aphasia rehabilitation. In order for brain restructuring to occur, some important items to consider include the need for multiple trials for learning and salience of items trained to allow for carryover of targeted materials (Holland, 2008). The items targeted in this book are highly salient to allow for transfer of targeted therapy tasks to everyday life.
HELP for Word Finding incorporates these principles and is also based on expert professional practice that is functionally based.
German, D.J. (2009). Child word finding: Student voices enlighten us. ASHA Leader, 14(2), 10-13.
German, D.J., & Newman, R.S. (2004). The impact of lexical factors on children's word finding errors. Journal of Speech-Language, and Hearing Research, 47, 624-636.
Holland, A.L. (2008). Recent advances and future directions in aphasia therapy. Brain Impairment, 9(2), 179-190.
National Stroke Association (NSA). (2005). Clinical guidelines for stroke rehabilitation and recovery. Retrieved September 10, 2009, from www.nhmrc.gov.au/publications/synopses/_files/cp105.pdf