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HELP® Elementary
Ages: 6-12   Grades: 1-7

Target the language skills that students with language disorders struggle with, particularly in the classroom: question comprehension, social language, concepts, and more.

Outcomes

  • Develop language competency for the classroom
  • Improve social language and self expression
Book
#31606
$43.95
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Written in the widely-acclaimed format of the HELP series, these lessons are known for their:   

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

HELP Elementary combines the best of the original HELP 1-5 series.  New stimulus items are combined with the most requested lessons from the original volumes.  The result is a resource that addresses language needs of elementary-age students. 

Question Comprehension
Answer can, do/does, if, some/all, and true/false questions.  Question response requirements are kept simple to accommodate students with deficits in verbal expression.

Association
Develop association skills through if/then statements, situational associations, similarities and differences, action/agent associations, definitions, and analogies.

Specific Word Finding
Complete tasks in phrase completion with verbs, nouns, conjunctions, and verb phrases. 

Grammar
Activities cover subjective, possessive, and objective pronouns; comparatives/superlatives; regular and irregular plurals; noun-verb agreement; and regular and irregular past tense verbs.

Concepts
Learn location concepts, spatial and temporal relationships, functions and attributes, and comparison concepts.

Social Language
Improve conversation skills, recognize appropriate responses, and express cause and effect.  

Defining and Describing
Define words by function, event, attribute, and class; describe by function and attributes; and identify similarities and differences.

Written Language
Activities begin with sentence completion based on picture and contextual cues and progress to sentence expansion and combing sentences.  Students advance to completing paragraphs and sequencing sentences to form paragraphs.   

Processing Information
Lessons include sequencing instructions and information, directional concepts, irrelevant information, the use of reference materials, and writing messages. 

Self-Expression
Students practice identifying, interpreting, and expressing needs, opinions, and feelings.

 

Copyright © 1993

Components
207 pages, answer key, IEP goals

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

  • Fisher and Blachowicz (2005) found semantic connections among words, including instruction on synonyms, antonyms, and word classes, beneficial for significant gains in vocabulary development among struggling elementary readers and English-language-learners.
  • Explicit teaching of listening skills is vital in elementary 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).
  • Ebbels, van der Lely, and Dockrell (2007) found that children with specific language impairment (SLI) showed learning across trials of verb use vs. a control group of children with SLI with no direct intervention on verb use.  Generalization of untargeted verbs also showed carryover of targeted language skill.
  • Students with language disorders often perform much like younger, typically-developing students on measures of pragmatic development (Lapadat, 1991).
  • In contrast to spoken language, written language is a more concrete, permanent modality for working on sentence structure (ASHA, 2001).
  • Word-finding problems can negatively impact learning and socialization at all ages (German, 2009).

HELP Elementary incorporates these principles and is also based on expert professional practice.

References

American Speech-Language-Hearing Association (ASHA). (2001). Roles and responsibilities of speech-language pathologists with respect to reading and writing in children and adolescents [Guidelines]. Retrieved March 29, 2010, from www.asha.org/docs/pdf/GL2001-00062.pdf

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.

Ebbels, S.H., van der Lely, H.K.J., & Dockrell, J.E. (2007). Intervention for verb argument structure in children with persistent SLI: A randomized control trial. Journal of Speech, Language, and Hearing Research, 50, 1330-1349.

Fisher, P.J., & Blachowicz, C.L.Z. (2005). Vocabulary instruction in a remedial setting. Reading & Writing Quarterly, 21, 281-300.

German, D.J. (2009). Child word finding: Student voices enlighten us. ASHA Leader, 14(2), 10-13.

Lapadat, J.D. (1991). Pragmatic language skills of students with language and/or learning disabilities: A quantitative synthesis. Journal of Learning Disabilities, 24, 147-158.

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 also worked in a community clinic and in private practice.  She has taught preschool students with disabilities and was supervisor of early childhood special education programs for the state of Virginia.  She has also served as a teacher trainer at the college and university levels.  Andrea is also the author or co-author of several other publications, including 125 Ways to Be a Better Test Taker Elementary, 125 Ways to Be a Better Test Taker Intermediate, 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 3, HELP 4, HELP 5, HELP for Word Finding, and HELP for Auditory Processing.

Introduction

Since the introduction of the HELP series in 1980 with the publication of HELP 1 and HELP 2, ongoing efforts have been made to respond to the ever-changing needs of our consumers and their efforts to address the language needs of their clients.  HELP Elementary combines the best parts of the previous HELP 1-5 volumes, using new stimulus items within familiar, trusted lessons.  The difficulty level of this material ranges from grades first through sixth and includes the most requested and appropriate lessons from ten units in the original five HELP volumes.  New items have been generated to provide more stimulus items specific to the elementary school-age student.

As in the previous HELP books, HELP Elementary takes a no-frills approach to language development and remediation.  In presenting as many items as possible with minimal explanation in each lesson, the basis of an effective treatment program is offered that can and should be expanded and enhanced by the clinician.  In doing so, the clinician can ensure that each student's program is individualized to meet his or her needs, while reflecting his or her unique strengths and experiences.

We hope you will find HELP Elementary to be a worthy addition to the HELP tradition of comprehensive, practical, and functional language exercises for individuals with communication impairments.

AML
PMP