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