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WALC 11 Language for Home Activities
Workbook of Activities for Language and Cognition
Ages: 16-Adult   Grades: 11-Adult

Boost client interest and outcomes with activities that use relevant content themed around home activities and home maintenance.

Outcomes

  • Name, organize, and categorize everyday vocabulary words
  • Use higher-level verbal reasoning
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Written in the best-selling format of the WALC series, these activities have:   

  • simple, concise language
  • easy-to-read format
  • application to a wide range of acquired language disorders
  • consistent progression of complexity within and between tasks

The book is divided into two sections: Home Activities and Home Maintenance.  The lessons in Home Activities are based on general knowledge associated with a home.  The topics are familiar and include appliances, home furnishings, cleaning items, and more.  The lessons in the Home Maintenance section use higher-level vocabulary which may be less familiar to some clients.  Clients talk about practical topics like furnace maintenance, yard work, and car maintenance.  All of the activities retrain language and cognitive processing. 

The activities target five skill areas:

Word Finding
Name words from associations and descriptions, compare items, and list items for household tasks.

Organization
Unscramble words and sentences, choose words to complete paragraphs, sequence steps in a task, and complete schedules.

Categorization
Categorize and list items, match items to categories, and name categories.

Reasoning
Make deductions and exclusions, complete analogies, modify incongruities, and evaluate information;

Picture/Paragraph Comprehension
Answer questions about pictures and comprehend information in paragraphs. 

 

Copyright © 2007

Components
196 pages, answer key
  • 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 patient's well-being (NSA, 2005).
  • Therapy should include tasks that focus on semantic processing, including semantic cueing of spoken output, semantic judgments, categorization, and word-to-picture matching (Taylor-Goh, 2005).
  • Therapy may target the comprehension and production of complex, as well as simple, sentence forms (Taylor-Goh, 2005).
  • Therapy should be conducted within natural communication environments (NSA, 2005).
  • Rehabilitation is an important part of a stroke, and the goal is to regain as much independence as possible (NSA, 2005).

WALC 11 Language for Home Activities incorporates these principles and is also based on expert professional practice.

References

National Stroke Association (NSA). (2005). Clinical guidelines for stroke rehabilitation and recovery. Retrieved February 4, 2010, from www.nhmrc.gov.au/_files_nhmrc/file/publications/synopses/cp105.pdf

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

Author(s)

Kathryn J. Tomlin

Biography

Kathryn J. Tomlin, M.S., CCC-SLP, has been a speech-language pathologist in hospitals, rehabilitation centers, and long-term care facilities for over 25 years.  Her materials, developed while working with clients, have evolved over the years.  She has authored many materials with LinguiSystems over the last 20 years.  Some of her works include:

  • The Source for Apraxia Therapy
  • WALC 1 Aphasia Rehab (English and Spanish versions)
  • WALC 2 Cognitive Rehab (English and Spanish versions)
  • WALC 8 Word Finding
  • WALC 9 Verbal and Visual Reasoning
  • WALC 10 Memory

Zanmi, Kathy's Samoyed, goes to work with her to encourage clients.  Her clients enjoy feeding and spending time with Zanmi, and Zanmi enjoys their company.  Everybody wins!

Introduction

After a person suffers a neurological impairment to the brain, various language and cognitive skills are affected.  Rehabilitation therapy can help retrain those skills.  A client may rationalize that he has difficulty with tasks because he doesn't know the information to begin with or that the content of the task is not something he is interested in.  To address this, the activities in WALC 11 Language for Home Activities were developed to provide stimulus items for remediation of language and cognitive-linguistic impairments that are relevant to a person's daily activities around the home.  The tasks endeavor to make the content familiar to the client while retraining the foundation skills for language and cognitive processing, formulation, and expression.

The first section of this book addresses general knowledge associated with the home.  The second section addresses general knowledge associated with home maintenance.  A general assumption may be that women will identify more with the home activities in the first section and men will identify more with the home maintenance activities in the latter half of the book.  However, this is not always the case.  Part of the enjoyment of using these tasks will be the adventure you and your clients have learning about the topics they find interesting and relevant.

The following main skill areas provide the basis for WALC 11:

  • Word Finding
    Providing the short-answer responses to the tasks will improve your client's word-retrieval skills.  The tasks will stimulate the recall of information and words stored in your client's memory.  They will also assist in the speed and accuracy of word retrieval.
  • Organization
    The tasks in this book involve organization of thought (e.g., unscrambling words and sentences).  Being able to think in a logical, organized manner will improve your client's ability to recall information, answer questions, make schedules, and reason effectively.
  • Categorization
    Information is stored in the brain in a highly organized, logical manner.  One of the storage and retrieval systems is categorization.  Many of the tasks in this book will improve your client's ability to categorize.  This will aid in his ability to comprehend, process information, and use data to formulate answers.
  • Reasoning
    Many of the tasks in this book involve taking salient information and using it to deduce an answer.  Some of the tasks involve overt reasoning (e.g., word deduction, analogies) and other tasks involve covert reasoning (e.g., sequencing sentences of an activity, determining part/whole relationships).
  • Picture/Paragraph Comprehension
    Due to difficulties with visual reasoning, visual interpretation, and visual figure-ground perception, clients frequently do not interpret visual stimuli correctly.  Tasks in this section use scenes to aid in a client's ability to relearn visual skills.  Due to difficulties with memory and the ability to sustain information over time, a client frequently has difficulty interpreting information presented in paragraphs.  Tasks that involve interpreting and responding to paragraph information improve a client's ability to retain and recall longer material.

There are many processes layered into each task in this book.  Some of the processes are:

  • visual perception: Tasks involving pictures aid a client's ability to perceive and interpret visually presented information.  Information in some tasks is bolded to help your client key into content material.
  • thought organization: Tasks involve interpreting stimuli and then devising a response.  This will aid in reestablishing effective thought organization.
  • verbal rehearsal: Initially, it will be helpful to have your client verbalize the task items and the processing he is using to determine the answers.  As accuracy improves, encourage him to solve the problems silently, as silent thinking is much faster than thinking aloud.
  • attention/concentration: It is important that your client be able to maintain attention to presented information over time.  The tasks in this book address this by slowly increasing the amount of information presented, beginning with one word at a time, then sentences, paragraphs, and finally, narratives.
  • memory: In order to determine a correct response, a client must remember all of the salient content presented in a task.  A client must not only remember what was in the stimulus item but he must also remember his processing strategies and responses.
  • convergent and divergent thinking: The format of the tasks in this book addresses convergent and divergent thinking.  Questions that require short, specific answers involve convergent thinking.  Questions that have more than one right answer or require recall of personal experience involve divergent thinking.

Suggestions for Use

  1. Have the client read the tasks aloud initially to insure his processing is efficient and effective.  Once the process is established, have him complete the tasks silently.
  2. On tasks that require the client to choose an answer, it may be helpful to show one line at a time until he is comfortable with the format of the task.
  3. Ask the client to read information or answers aloud or to repeat them after you to help him code the information.
  4. A client may need your guidance to find the most effective method to complete a task.
  5. Flexibility in thinking is challenged with tasks having more than one right answer.  Accept any logical answers but guard against over generalization or the tendency to focus on the exceptions instead of the most obvious answers.
  6. It may be beneficial to let the client observe you as you think through a task aloud so he can model your reasoning and thinking strategies.
  7. Identify the strategies that are the most difficult for your client and emphasize them in therapy.
  8. Answers are provided in the Answer Key.  There are times when items have multiple answers even if only one is listed.  Accept any reasonable answer as correct.  Emphasize enjoyment rather than accuracy.

May you find these tasks as enjoyable to do with your clients as I did writing and revising them with my clients over the last 20+ years.

Kathy