Use pictured routines and flexible, narrative-based language lessons to increase conversational interactions. Help teens and adults with developmental disabilities, autism, and/or English Language Learners transition to independent living.
- Expand narrative skills and length of utterances
- Engage in meaningful conversations
- Improve listening comprehension, grammar, and vocabulary
These language intervention lessons teach clients how 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.
The book has 25 age-appropriate lessons about community routines such as banking, eating at a restaurant, medical services, and public transportation. 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 let you 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 uses a sequence of:
- activate prior knowledge
- listen to the story (routine)
- story (routine) comprehension questions
- retell the story (routine) with and without pictures
- extension task
You may purchase Functional Routines for Adolescents & Adults Community individually or as part of the 4-book Functional Routines for Adolescents & Adults set. The 4-book set consists of:
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 Community 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 Community 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.