Abstract
This book suggests and explains strategies and activities for helping children develop early language and communication skills. It is based on the many years the author spent working in the school system designing and implementing therapy programmes for those with significant developmental and communication difficulties. The author’s hope is that ‘the steps are clear enough that the manual can be used by others who have no formal training in the speech and language areas.’
The book is aimed for students aged 5–21 years. The criteria for the suitability of the student with which to use the book is provided in a student profile. The author’s aim is that ‘it will encourage programming in the language areas for the many students with developmental challenges who do not have access to the services of a speech-language pathologist.’ The book also provides sequential steps to set Individual Education Plan (IEP) targets. It also provides detailed planning and programme tracking to achieve therapy goals.
The book is divided into sections that are fundamental areas for language and communication development. The book starts at the level of following directions, developing vocabulary and word structures and builds up the hierarchy of language development to ‘wh’ questions. The book also focuses on listening skills, auditory discrimination, auditory memory and processing. A section is devoted to the whole word reading programme. Each section is then divided in to goals; the goals are presented in the order that they would be acquired by a typically developing child. The goals then clearly outline how to move children on in their development. The goals are systematic and explain the logical progression of skill development. This means that they are suitable to be included in IEPs or the equivalent. Each goal outlines the materials needed (activities for each goal are provided within the book), advice on how to introduce and model the therapy target, receptive and expressive steps to achieving the goal, and generalization activities. The book also contains a standard form for tracking progress and clearly states that a child must achieve 80–90% accuracy before progressing to the next goal. If they have not done so after a block of sessions, the book sets out how to review and manage the process. This is a very effective and useful tool for those with limited therapy experience. The activities are relevant to the goals and easy to implement by any member of staff or parent. The book also provides ideas for the generalizing of skills, which is fundamental for the success of language acquisition into the student’s daily life.
Pleasing aspects of the book are that the book is very accessible and the information is clear and well structured. The goals and activities are clearly set out and explained effectively whilst being devoid of jargon. The materials suggested are highly accessible, and the book provides advice on where to source them. The author has succeeded in creating an effective manual for speech and language therapy tasks.
There is a danger that this resource could be used excessively without the instruction of a speech and language therapist (SLT). The activities are generalistic within the sections, and it should be noted that this client group may also require specific specialist speech and language therapy intervention programmes. The book should be used as an effective supporting resource to the SLT’s therapy targets.
This book is aimed at all those working with children with significant developmental difficulties who have limited access to a speech and language therapist. The book is designed to be used by SLTs, teachers and other professional educators, supporting people with speech and language therapy experience, as well as by parents/volunteers who have little or no experience with speech and language therapy.
The implications for practice created by this book will be the confidence instilled in members of staff and parents who deliver the therapy programmes within schools. The book lends itself to enhancing collaborative working between speech and language therapists and school staff. Sadly due to time and resource constraints an increasing number of school based therapists within the National Health Service system in the UK are unable to deliver and monitor the therapy, thus failing to provide an effective consultative model within the educational setting. This book serves to ensure the student with language and developmental delay can practise and develop their communication skills effectively.