This research-based program trains language processing skills in the sequence of neurological development. Goals, activities, and reproducible materials make this the go-to resource for language processing therapy.
- Use increasingly complex language
- Retrieve words and language efficiently
- Function better in the classroom
The units are arranged in this developmental progression of language processing demands:
- Similarities and Differences
- Multiple Meanings
Each unit includes:
- developmental age level for the language skill
- long-term objective
- short-term objectives gradually increasing in language processing demands as the modality input (e.g., tactile, visual, auditory) decreases
- suggested therapy activities and materials for each short-term objective
- print-your-own picture and word cards in PDF format (these are on the CD-ROM that comes with the book)
- suggestions for classroom implementation and incorporating curricular content in the therapy setting
- note: The Labeling, Functions, Associations, and Categorization units require the use of objects common in everyday environments such as a glove, spoon, apple, shoe, toy car, etc.
The book comes with a FREE CD of an additional 128 printable pages of therapy materials in PDF format including:
- 500 "print-your-own" picture cards and word cards
- Language Processing Checklist to evaluate classroom behaviors associated with language processing deficits
- progress tracking forms
Copyright © 2007
According to the Clinical Guidelines of the Royal College of Speech & Language Therapists (www.rcslt.org/resources, 2005); the American Speech-Language-Hearing Association (www.asha.org); and research by van Daalen-Kapteijns, Elshout-Mohr, and de Glopper (2001), the following therapy principles are supported:
- Children develop language comprehension and use in a hierarchy of semantic meaning (e.g., vocabulary of nouns and verbs precedes acquisition of conceptual vocabulary).
- Children with language disorders frequently have problems in sentence processing or in abstracting information meaningfully for storage and retrieval and require specific instruction to improve their language processing skills.
- Students need to understand semantic relationships among words.
- Direct and indirect instruction of vocabulary words helps students improve reading comprehension and performance for semantic tasks.
- Strategies should be employed to develop a child's skills at interpreting figurative language as this forms a substantial part of comprehension.
- Organizing vocabulary via word associations facilitates word storage and retrieval.
Language Processing Treatment Activities incorporates these principles and is also based on expert professional practice.