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Just for Adults 6-Book Set
Ages: 16-Adult   Grades: 11-Adult

Each book in this series addresses an integral component of daily communication and reasoning in a format just right for adults with language and cognitive disorders.

Outcomes

  • Advance underlying language processes
  • Improve abstract and concrete language
  • Develop skills in reasoning and critical thinking
  • Comprehend directions and yes/no questions
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#31110
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CD*
#32110
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*The CD contains the complete book.  All pages are printable.
** This is a Cloud E-Book that is accessible from any device with Internet access. .

Adult clients improve attention, mental manipulation of information, and comprehension with one-page language lessons that progress in difficulty.  A screening tool in each book helps identify the client's use of reasoning strategies prior to designing therapy sessions.  The content is basic to moderate difficulty level and reflects a wide variety of language needs for everyday functioning. 

Each book targets a different language skill area with appropriate content and reading levels for adults with acquired communication disorders.  The books may be purchased as a 6-book set or individually.  The 6-book set consists of:

Just for Adults Abstract Categories
Categorize intangible qualities and characteristics with tasks in selecting category names and members, excluding items from categories, and naming items in categories based on a variety of criteria. 

Just for Adults Concrete Categories
Understand and categorize things that are definite and tangible with tasks in selecting category names and members, excluding items from categories, and naming items in categories based on a variety of criteria.

Just for Adults Deductions
Improve verbal, written, and figural deductive reasoning and inferencing by answering if/then, what, and who questions and completing language- and picture-based deduction activities.

Just for Adults Following Directions
Address the underlying forms and processes for understanding directions by practicing simple to complex variations in body part commands, written directions, and directions with picture and numbers.  

Just for Adults Word Relationships
Clients access their word repertoire by recalling words as opposites, synonyms, and in analogies; and by recognizing multiple meaning words.   

Just for Adults Yes/No Questions
Clients progress from easy to difficult levels of yes/no question comprehension.  Activity formats include item comparisons, before and after questions, and questions with and without pictures.  The activities conclude with yes/no questions pertaining to paragraph length material. 

 

Copyright © 2007

Components
6-Book Set: each book 40-pages, screening tool, 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).
  • Rehabilitation is an important part of recovering from a stroke, and the goal is to regain as much independence as possible (NSA, 2005).
  • In an extensive review of the literature, Holland, Fromm, DeRuyter, and Stein (1996) found aphasia treatment to be efficacious and benefited the majority of individuals with aphasia in comparison to no treatment groups.
  • 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).

Just for Adults incorporates these principles and is also based on expert professional practice.

References

Holland, A.L., Fromm, D.S., DeRuyter, F., & Stein, M. (1996). Treatment efficacy: Aphasia. Journal of Speech and Hearing Research, 39, S27-S36.

National Stroke Association (NSA). (2005). Clinical guidelines for stroke rehabilitation and recovery. Retrieved August 13, 2009, from www.nhmrc.gov.au/publications/synopses/_files/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 clinician in hospitals, rehabilitation centers, and in long-term care facilities for over 25 years.  She has authored many materials with LinguiSystems over the last 20 years.  Some of her works include:

  • WALC 1 (Workbook of Activities for Language and Cognition) Aphasia Rehab
  • WALC 2 Cognitive Rehab
  • WALC 8 Word Finding
  • WALC 9 Verbal and Visual Reasoning
  • WALC 10 Memory
  • WALC 11 Language for Home Activities
  • The Source for Apraxia Therapy

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

Introduction

The exercises in the Just for Adults series can be done in multiple ways.

  • Have clients read items silently and complete them independently.
  • Have clients read task items aloud and write the response.  In general, performance improves when a person has multi-modality input (i.e., hearing it while reading it).
  • Read the items to the client and have the client give responses verbally.

The screening tool is not to be used as a test but rather as a way to observe a client's use of strategies and reasoning patterns.  Some questions to think about while observing how the client completes the screening include:

  1. Does the client need to use verbal rehearsal to aid comprehension?
  2. Is the client impulsive, and does his impulsivity lead to errors?
  3. Does the client read too much into the task and become confused?
  4. Is the client aware of his error responses?
  5. Does the client ask for clarification when having difficulty or does he just keep going, whether the item is understood or not?
  6. Does the client miss salient information?
  7. Is the client able to think convergently and divergently?
  8. Does the client have trouble shifting from one task to the next?

These guidelines will help you present the activities in each book.

  • Be flexible with presentation and accept answers that differ from your viewpoint if the person can give a logical explanation.  The answers in the Answer Key are provided as a reference and are not intended to be all inclusive.
  • The exercises are not for testing purposes.  Try to make them as enjoyable as possible.  Talking about the specific task items, particularly when correcting error responses, will help to improve one's ability for achieving the goals.  Do not get into debates if the person is unable to see another viewpoint for a response.  Just move on to the next item.

I hope you and your clients find these exercises enjoyable and beneficial.

Kathy