Foreword

Shelley Davis, M.A., J.D

Chapter 1: Introduction

• 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

• 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

• 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

• 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

• 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

• 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

• 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