LinguiSystems home
Functional Routines for Adolescents & Adults 4-Book Set
Home, Leisure & Recreation, Work, and Community
Ages: 12-22   Grades: 7-Adult

Use narrative-based language intervention to help clients increase their interactions with friends, family, and co-workers.  These illustrated lessons are for teens and adults with developmental disabilities, autism, and/or English Language Learners. 

Outcomes

  • Increase listening comprehension, length of utterances, and functional vocabulary
  • Expand narrative skills and engage in meaningful conversations
Book
#31092
$84.00
Add to Cart
CD*
#32092
$84.00
Add to Cart
*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. .

The language lessons teach clients to generate narratives while focusing on listening, expression, vocabulary, grammar, and conversation skills.  The materials use a strategy similar to the Teaching Tales model used with clients with autism (Blank, McKirdy, & Payne, 1997).  This approach lets you target a variety of speech and language skills based on client need.

Each book has 25 age-appropriate lessons.  Each lesson consists of a four-part picture sequence (i.e., a routine) and a corresponding page of language stimuli.  Three levels of language stimuli allow you to easily adapt the lesson to your client's needs:  

  • Beginner—two or three simple sentences per routine
  • Intermediate—three or four sentences per routine, more complex grammar, and sequence words like first and next
  • Advanced—four or five sentences per routine, more complex grammar, sequence words, and mental states such as thoughts, feelings, desires, and perceptions

Every lesson progresses in this sequence:

  • activate prior knowledge
  • listen to the story (routine)
  • story (routine) comprehension questions
  • retell the story (routine) with and without pictures
  • extension task

Each book targets a specific area of daily living.  The books may be purchased as a 4-book set or individually.  The 4-book set consists of:

Functional Routines for Adolescents & Adults Community
Understand and talk about routines at the bank, clothing store, coffee shop, pet store, video rental, and more       

Functional Routines for Adolescents & Adults Home
Understand and talk about routines such as cleaning the house, grooming, preparing meals, washing dishes, and more

Functional Routines for Adolescents & Adults Leisure & Recreation
Understand and talk about sports, movie theatres, board games, music, and more

Functional Routines for Adolescents & Adults Work
Understand and talk about job interviews, getting ready for work, various work settings, and more

 

Copyright © 2008

Components
4-Book Set: each book: 55 pages

According to the American Speech-Language-Hearing Association (ASHA) Roles and Responsibilities of Speech-Language Pathologists Serving Persons with Mental Retardation/Developmental Disabilities [Guidelines] (http://www.asha.org/docs/html/PS2005-00106.html, 2005 ) and the Individuals with Disabilities Education Act (IDEA) (http://www.ncset.org/docs/osers/idea04_sec_transition.html, 2004), Functional Routines for Adolescents & Adults supports:

  • enhancement of communication skills for functional routines in a natural setting (ASHA, 2005)
  • communication at home, work, school, and in the community (IDEA, 2004)
  • independent living and vocational skills, community participation, and student interest in leisure and recreational activities (IDEA, 2004)

Additional research supports the following therapy principles:

  • use of story retelling or narrative-based language intervention (Blank et al., 1997; Franke, (n.d.); Franke & Durbin, 2006; Hayward & Schneider, 2000; Schneider & Dibé, 2005)
  • embedding language goals in the context of a story (Swanson, Fey, Mills & Hood, 2005)
  • use of picture support to increase the mean length of utterance (Miles, Chapman, & Sindberg, 2006)
  • use of modeling, imitation, prompts, and fading (Kouri, 2005; Rogers-Warren & Warren, 1980; Wolery, Ault, & Doyle, 1992)
  • use of verbal routine contexts and expansions (Yoder, Spruytenburg, Edwards, & Davies, 1995)

Functional Routines for Adolescents & Adults incorporates these principles and is based on expert professional practice.

References

Blank, M., McKirdy, L., & Payne, P. (1997). Teaching Tales. HELP Associates. Retrieved June 15, 2007, from http://www.linkstolanguage.com/teaching_tales.htm

Franke, L. (n.d.). What did you do at school today? Strategies for teaching story retelling and personal narratives to children with complicated language problems. Retrieved May 30, 2007, from http://www.animatedspeech.com/pdf/OCDE_Autism_News.pdf

Franke, L., & Durbin, C. (2006, November 4). Narrative intervention for children with complicated language impairment. ASHA [Convention]. Miami, FL.

Hayward, D., & Schneider, P. (2000). Effectiveness of teaching story grammar knowledge to pre-school children with language impairment: An exploratory study. Child Language Teaching and Therapy, 16(3), 255-284.

Kouri, T.A. (2005). Lexical training through modeling and elicitation procedures with late talkers who have specific language impairment and developmental delays. Journal of Speech, Language, and Hearing Research, 48(1), 157-171.

Miles, S., Chapman, R., & Sindberg, H. (2006). Sampling context affects MLU in adolescents with Down syndrome. Journal of Speech, Language, and Hearing Research, 49, 325-337.

Rogers-Warren, A., & Warren, S.F. (1980). Mands for verbalization: Facilitating the display of newly trained language in children. Behavior Modification, 4(3), 361-382.

Schneider, P., & Dibé, R.V. (2005). Story presentation effects on children's retell content. American Journal of Speech-Language Pathology, 14, 52-60.

Swanson, L.A., Fey, M.E., Mills, C.E., & Hood, L.S. (2005). Use of narrative-based language intervention with children who have specific language impairment. American Journal of Speech-Language Pathology, 14, 131-143.

Wolery, M., Ault, M.J., & Doyle, P.M. (1992). Teaching students with moderate and severe disabilities: Use of response prompting strategies. White Plains, NY: Longman.

Yoder, P.J., Spruytenburg, H., Edwards, A., & Davies, B. (1995). Effect of verbal routine contexts and expansions on gains in the mean length of utterance in children with developmental delays. Language, Speech, and Hearing Services in Schools, 26, 21-32.

Author(s)

Beverly Plass

Biography

Beverly Plass, M.A., CCC-SLP, is a speech-language pathologist in the Irvine Unified School District in Irvine, California.  She has worked with adolescents and adults with developmental disabilities and/or autism for the past 16 years.  She has found that the key to her students' success is tied to their ability to understand and communicate about living, working, and playing.  Beverly is also the author of Functional Vocabulary for Adolescents & Adults, Vocalic R To Go, SPARC R and S, SPARC Artic Junior, and SPARC L.

 

Introduction

Functional Routines for Adolescents & Adults helps you teach narrative skills to adolescents and adults with developmental disabilities, autism, and/or English as a second language.  The age-appropriate picture stories target vocational routines, such as interviewing, performing clerical and janitorial tasks, and working in a restaurant.  The vocabulary in these lessons parallels that found in Functional Vocabulary for Adolescents & Adults.  Each pictured routine comes with the following skill levels that allow you to adapt the lesson for the individual client.  Select a level that is just above your client's language ability.

  • Beginner—two or three simple sentences per picture
  • Intermediate—three or four sentences per picture, more complex grammar, and sequence words (first, next)
  • Advanced—four or five sentences per picture, more complex grammar, sequence words, and mental states (thoughts, feelings, desires, perceptions)

Readability was calculated and averaged for each story level, based on the Flesch-Kincaid statistics.  The readability level is a comparable measure to the complexity of the listening task.

  • Beginner: 2.5 RL
  • Intermediate: 3.1 RL
  • Advanced: 3.4 RL

This narrative-based therapy technique is most effective if the client can:

  • understand nouns and verbs used in simple sentences
  • follow simple directions
  • answer simple wh- questions
  • name pictures and actions

Present the lessons to the client as follows:

  1. Copy and cut apart the story pictures.
  2. Ask the Activate Prior Knowledge question.  This helps the client tie past experience with learning and also helps you observe the client's baseline vocabulary and narrative skills.
  3. Tell the client to listen carefully.  Read the story to the client as you present the individual story pictures.
  4. If the client is working on syntax or morphology, have the client imitate each sentence.
  5. Ask appropriate wh- questions, according to the client's language ability and skill level.
  6. Have the client retell the story while looking at the individual pictures.  The client's story should be in past tense.  This will help the client formulate original sentences, rather than imitate a model.
  7. Flip the story pictures over and ask the client to retell the story again from memory.  Reveal each picture after the client describes it.  This strategy facilitates recall and helps the client relate about past events.
  8. Ask the Extension question to promote generalization of the vocabulary and narrative skills.

If the client has difficulty retelling a story, use these prompts:

  • Fill-in-the-blank: Retell the story yourself, but pause at key words and allow the client to finish the sentence.
  • Elaborate: Point to the pictured items and cue the client to talk about them.
  • Sentence-starter: Give a one-sentence, succinct summary of the story to help the client begin retelling a longer version.
  • Cue for missing information: For example, ask What did he put on the shelfWho was with himWhere did the merchandise go
  • Expand: Once the client verbalizes the information with prompts, encourage him to repeat the sentence.

Functional Routines for Adolescents & Adults provides 25 pictured story sequences so you can enrich your clients' narrative skills.  Teach active listening as well as increased expressive language skills in a functional, context-based format.

If you like the topics and activities in this book, you may also like Functional Vocabulary for Adolescents & Adults.

Beverly Plass