Chapter 1: Introduction
Pages 2-13
- Fundamentals
- Why We Wrote This Book
- Who We Wrote This Book For
- Child Led vs. Therapist Led Therapy
- Understanding How To Do the Exercises
- Repetition
- Prompting and Fading
- Teaching Language Using A Child’s Strengths
- Commonly Asked Questions
- At What Level Does My Child Have To Be?
- Should I Teach My Child To Read?
- How Do I Get My Child To Be Table Ready?
- Will This Help My Child Be Mainstreamed?
- What If My Child Knows Much of the Information Being Taught?
- Why Does A Language Book Emphasize General Knowledge?
- As A Parent, What Skills Do I Need To Do This?
- How Often Do We Do These Drills?
- What Does Auditory Processing Have To Do With Hearing?
- How Do I Use This Book?
- Chapter 1
- Chapter 2
- Chapter 4
- Chapter 3
- Chapter 5
- Chapter 6
- Chapter 7
- Icons and Typestyles In This Book
Chapter 2: Social Language
Pages 14-99
- What Do We Mean By Social Language?
- How To Teach Simple Word Associations
- Why Do This Drill?
- Simple Word Associations
- How To Teach Contingent Words
- Why Teach Contingent Words?
- Contingent Word Work Sheet
- How To Teach Analogy Building
- Why Teach Building Analogies?
- Building Analogies (Identifying Word Relationships)
- How To Teach Pretend Play
- Why Work On Pretend Play?
- Pretend Play Work Sheet
- Topical Conversation
- Why Teach Topical Conversation?
- Topical Conversation Activity Sheet (1)
- Topical Conversation
- Why Teach Topical Conversation?
- Topical Conversation Activity Sheet (2)
- How To Maintain Conversation Skills
- Why Teach Conversation Skills?
- Rules for Talking With Friends Script
- Movie Conversation
- Conversation Record
- Finding Out About Someone
- Why Teach The Finding Out Drill?
- Finding Out About Someone (1)
- Finding Out About Someone (2)
- Finding Out About Someone (3)
- Finding Out About Someone (4)
- Game Cards For Finding Out About Someone
- How To Teach Verbal Reciprocal Comments
- Why Teach Reciprocal Verbal Comments?
- How To Teach Joint Attention
- Why Teach Joint Attention?
- How To Teach Contingent Statements
- Why Teach Contingent Statements?
- Making Comments and Asking Questions
- Samples of Contingent Statements
- How To Teach Conversation
- Why Teach Conversation This Way?
- Topical Questions/Comments For Conversation
- Conversational Self-Monitoring
- Having A Conversation
- Conversation Equations
- Conversation Games
- How To Teach Emotions
- Why Teach Emotions?
- Feeling Happy
- Feeling Sad
- Feeling Mad
- Feeling Scared
- Feeling Proud
- Feeling Frustrated
- How To Use The Emotions Sheet
- Why Teach Emotions This Way?
- Emotions Sheet
- Determining A Cause
- Identifying Situations: Emotions/ Consequences
- Problems, People’s Reactions & Solutions
- How To Teach Critical Thinking
- Why Teach Critical Thinking?
- Safe and Dangerous
- Safe Dangerous Equation
- Identifying If A Situation is Safe or Dangerous
- Problems and Solutions
- Problem – Solutions Equations
- Identifying If There is a Problem
- Deciding Who To Listen To
- Deciding What To Do
- How To Teach Advanced Problem/Solutions
- Why Teach Advanced Problem/Solutions?
- Problem/Solutions
- Problem Situations (Target: Dangerous Things)
- Identifying “Trouble” and Generating Solutions
- Being Made Fun Of
- Being Made Fun Of Equation
- Identifying If Someone is Being Made Fun Of
- Identifying If Something Said is Nice Or Mean
- What To Do When Someone Hurts Me
- How To Teach Daily Language Requirements?
- Why Teach Daily Language Requirements?
- Ordering My Food
- Answering The Telephone
- How To Teach Fact or Opinion
- Why Teach Fact Or Opinion?
- Cards To Teach Fact or Opinion
- Multiple Opinions
- Opinions and Supporting Reasons: Food
- Fact Or Opinion?
- My Opinions (About School)
- My Opinions (Movies)
- Opinions and Supporting Reasons: Movies
- Fact Or Opinion? (Movies)
Chapter 3: General Knowledge
Pages 100-163
- How To Use This Chapter
- Increasing General Knowledge
- Why Increase General Knowledge?
- Introducing Information
- How To Introduce & Maintain Information
- Maintaining Information
- Why Teach and Maintain Informatoin?
- Topic One: Animals
- Why Teach About Antimals?
- Samples
- How To Create Animal Scripts
- How To Introduce Topical Outlines
- Why Teach Topical Outlines
- Outline For Topical Information
- Simple Child – Generated Outline
- Simple Outline With Elaborate Statement
- Multi-Paragraph Outline
- Animal Fill In The Blanks
- Why Teach The Fill In The Blank Drill?
- Samples of Animal Fill-in the Blanks
- Oral/Written Definitions
- Why Teach Definitions?
- Oral Definitions: Animals
- Animal Grid Fill In
- Why Do This Drill?
- Animal Grid Fill-In (Introduction to Animal Comparisons)
- How to Do the True Or False Drill
- Why Teach True and False?
- True or False? (1)
- True or False? (2)
- Topic Two: Occupations/Community Helpers
- Why Teach Occupations/Community Helpers?
- How To Maintain Information on Professions
- Samples
- How To Introduce Topical Outlines
- Why Teach Topical Outlines
- Outline For Topical Information
- Simple Child – Generated Outline
- Simple Outline With Elaborate Statement
- Multi-Paragraph Outline
- How To Use Profession Fill-In The Blanks
- Why Introduce This Drill?
- Samples of Occupation Fill-in the Blanks
- Oral/Written Definitions
- Why Teach Definitions?
- Oral Definitions: Occupations
- Profession Grid Fill-In
- Why Do This Drill?
- Occupation Grid Fill-In (Introduction to Occupation Comparisons)
- ” Who Would Say This?” and “What Would They Way” Drill
- Why Teach This Drill?
- Who Would Say This?
- What Would They Say?
- Topic Three: Places In The Community
- Why Teach About Community?
- Community Scripts
- Samples of Places In The Community
- Topic Four: Sports
- Why Teach About Sports?
- Samples of Sport Paragraphs
- Samples of Sports Fill-in the Blanks
- Topic Five: Planets
- Other Topics
- Topic Six: Geography
- Topic Seven: Habitats
- Drills To Do In Order For All Topics
- How To Create Information Paragraphs
- Why Customize Paragraphs?
- Current Topics
- Comparisons (Easy)
- Why Do Comparisons?
- Making Comparisons
- Comparisons (Intermediate & Advanced)
- Grid Comparisons
- General Comparisons (1 & 2)
- +/- Comparisons (Using True and False)
- Animal Grid Comparison
- Sport Grid Comparison
- +/- Animal Comparison
- +/- Sport Comparison
- Sport Comparisons Using “Both”
- General Comparisons (1)
- General Comparisons (2)
- Concluding Remarks About General Knowledge
- How To Make This Relevant To Life
- What’s Next In Terms of General Information
Chapter 4: Grammar and Syntax
Pages 164-209
- Grammar and Syntax
- Why Teach Grammar & Syntax This Way?
- How To Teach Pronoun Classification
- Why Teach Pronoun Classification?
- Classifying Pronouns
- How To Teach Pronoun Referents
- Why Teach Pronoun Referents In This Way?
- Pronoun Referents Exercise
- How To Play the Verb Game
- What’s the Purpose of the Verb Game?
- Game Cards For Verb Game
- How To Talk About Verbs
- Example of a Verb List
- Why Teach Verbs In This Way?
- Example of Other Verb Subjects
- How To Play the Noun Game
- What’s the Purpose of the Noun Game
- How To Teach WH Questions
- Why Teach WH Questions This Way?
- Personal Information Questions
- Question Script
- Where Questions
- Why Questions
- When Questions
- Topical Questions Mixed (Animals)
- Topical Questions Mixed (Occupations)
- Sports: Mixed Questions
- Mixed WH-Questions For Baseball Field Diagram
- Social Questions
- How To Play The WH Question Game
- Why Teach WH Questions This Way?
- WH Question Game – Easy
- WH Question Game – Difficult
- Game Cards For WH Game
- How To Teach Language With Super Sentences
- Why Teach Using Super Sentences?
- Super Sentences
- How To Teach Phrase Identification
- Why Teach Phrase Identification?
- Identifying Phrases
- How To Teach Parts of Language
- Why Teach Language Parts This Way?
- Example – Nouns
- Example – Verbs
- Example – Pronouns
- Example – Prepositions
- Example – Adjectives
Chapter 5: Advanced Language Development
Pages 210-247
- Teaching Advanced Language Skills
- How To Teach Story Writing
- Why Introduce Story Writing?
- Easy Story Writing
- How To Teach Story Writing
- Why Teach Advanced Story-Writing?
- Intermediate Story Writing
- Difficult Story Writing
- Advanced Story Writing
- How To Teach Story Pre-Writing
- Why Use A Pre-Writing Sheet?
- Easy Story Pre-Writing
- Difficult Story Pre-Writing
- Advanced Story Pre-writing
- How To Teach Topic Sentences
- Why Teach Topic Sentences?
- Writing a Topic Sentence
- How To Teach Paragraph Writing and Topical Conversation
- Why Use Outlines To Teach These Skills?
- Outline for Paragraph Writing and Topical Conversation – Easy
- Outline for Paragraph Writing and Topical Conversation – Intermediate
- Outline for Paragraph Writing and Topical Conversation – Advanced
- How To Teach Paragraph Writing
- Why Teach Paragraph Writing?
- How To Write a Paragraph
- Writing a Paragraph
- Developing Your Story (Introductory Paragraph)
- Developing Your Story – Paragraph 2
- Developing Your Story – Paragraph 3
- Developing Your Story – Paragraph 4
- How To Teach Finding the Main Idea
- Why Teach Finding the Main Idea?
- How To Find The Main Idea
- Descriptive Paragraphs
- Finding the Main Idea
- Sentence Starters For Descriptive Topic Sentences and Detail Sentences of Support
- Two-Column Notes
- How To Teach Letter Writing
- Why Teach Letter Writing?
- Letter Template
- How To Teach Recall of Significant Daily Events
- Why Teach Routines of Daily Life?
- What Did You Do Today?
- Daily Routine Sheet
Chapter 6: Academics/Language Based Concepts
Pages 248-383
- A Chapter On Academics
- Lower Level Activities
- Higher Level Activities
- How To Teach Categorization
- Why Teach Categorization?
- Simple Categorization: Nouns
- Simple Categorization: Verbs
- Simple Categorization: Naming Items
- Familiar Words: Identifying the Group & Function
- Object Functions: Fill-Ins
- Categorization
- How To Teach Brainstorming
- Why Teach Brainstorming?
- Brainstorming
- How To Teach Pre-Reading Comprehension
- Why Do Simple Comprehension Drills?
- Who List
- Did What List
- Pre-Reading Comprehension:
- Who? and What did (or do)?
- How To Do Reading Comprehension
- Why Do Comprehension Drills?
- Important Story Events
- Story Sequence
- Story Report
- Story Summary
- Summarizing Independently
- Reading Comprehension Record
- Further Comprehension Activities
- Why Teach These Drills?
- Identifying the Kind of Text Read
- Event or Detail?
- How To Teach Math Word Problems
- Why Teach Children To Write Math Problems?
- Math Word Problems
- How To Increase Concepts Through Vocabulary
- Why Work On Increasing Vocabulary?
- New Vocabulary
- Orally Defining Words (Objects)
- Orally Defining Words (People)
- Orally Defining Words (Verbs)
- Vocabulary and Synonyms – Easy
- Vocabulary and Synonyms – Difficult
- Using New Vocabulary: Stories
- Applying New Vocabulary
- New Vocabulary for the Week
- New Vocabulary To Be Reinforced
- How To Teach Sequencing
- Why Teach Sequencing?
- How To Teach Sequencing With Numbers
- Why Teach Sequencing With Numbers?
- Ordering Information
- Sequencing and Ordering
- Place Value (Introduction)
- More About Place Value (Advanced)
- Understanding Place Value
- Comparing Numbers
- How To Teach Comparative Words
- Why Teach Comparative Words
- Comparative Words To Be Taught
- Using Comparatives – Sheet 1
- Using Comparatives – Sheet 2
- How To Teach Calendar
- Why Teach Calendar?
- Monthly Calendar
- Calendar Script
- Monthly Calendar Fill-In
- Using The Correct Verb Tense
- Cards For Teaching Calendar
- How To Teach Time
- Why Teach Time?
- Time
- Time Line
- Time Teaching Hierarchy
- Sequencing Time
- Comparing Time
- Time Equivalents
- Time Questions
- How To Do The When Phrase Drill
- Why Do the When Phrase Drill?
- When Phrases
- Cards For Teaching Time
- How To Teach All About Money
- Why Teach All About Money?
- About Money (U.S.A.)
- About Money (Canada)
- Money Equations
- Money Teaching Hierarchy
- Comparing Money – Sheet 1
- Comparing Money – Sheet 2
- Concept Of Enough Money
- Do I Have Enough Money? – Sheet 1
- Do I Have Enough Money – Sheet 2
- Buying Things & Working With Money
- Sequencing And Ordering
- Money Questions (Auditory)
- How to Teach Sequencing A Day
- Why Teach Sequencing of Day?
- Cards To Teach Sequencing of Day
- What Happens?
- AM Or PM Time
- How To Teach Sequencing Parts of the Day
- Why Sequence Parts of The Day?
- Sequences The Child Should Learn
- Sequencing Parts Of The Day
- How To Teach Note Taking
- Why Teach Note-Taking?
- Key Word Sentences For Note Taking (1)
- Key Word Sentences For Note Taking (2)
- How To Teach Agents And Their Actions
- Why Teach Agents and Their Actions?
- Agents and Their Actions
- How To Teach Verbal Analogies
- Why Teach Verbal Analogies?
- Verbal Analogies
- Teaching New Concepts
- Why Must Concepts Be Taught This Way?
Chapter 7: Therapy Schedules
Pages 384-404
- Setting Up A Therapy Schedule
- Start With The Easiest Drills First
- Customize To The Individual Child
- Drills Given Are Simply An Arsenal
- Simplified Schedule For The Child
- Independent Work Instrument
- Beginning Schedule – Level 1
- Beginning Schedule – Level 2
- Intermediate Schedule
- Advanced Schedule