Home, Leisure & Recreation, Work, and Community
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.
- Increase listening comprehension, length of utterances, and functional vocabulary
- Expand narrative skills and engage in meaningful conversations
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
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.
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.