Dawn Ralph and Jacqui Rochester, co-authors of Building Language Using LEGO® Bricks, discuss the use of LEGO® as a powerful and fun intervention tool for helping children and adults with severe speech, language and communication disorders, often related to autism and other special educational needs.
This intervention has been used with a range of children and adults. As most of our clinical experience has been with children we have referred to participants in this article as ‘the child’ or ‘children’. However, we have trained professionals who have used this approach with adults.
Building Language using LEGO® Bricks– a practical guide evolved from our attempts to implement LEGO-Based Therapy (LeGoff et al 2014) with children and young people with speech, language and communication needs (SLCN). We soon discovered that we needed to make significant adaptions to allow this client group to access it successfully. Dr LeGoff, in his original research, invited extensions of his approach. We decided to take up the challenge. Continue reading
In this extract, Dawn Ralph and Jacqui Rochester discuss why Building Language Using LEGO® Bricks is a flexible and powerful intervention tool for aiding children with severe speech, language and communication disorders, often related to autism and other special educational needs.
This practical manual equips you for setting up and adapting your own successful sessions and downloadable resources, enabling you to chart progress in the following key areas:
– The use of receptive and expressive language
– The use and understanding of challenging concepts
– Joint attention
– Social communication
The book is creative, practical and thought-provoking and will be invaluable to Speech and Language Therapists, parents and other professionals wishing to support children with a wide range of language and communication problems.
Click here to download the extract
Packed full of advice and practical strategies for parents and educators, this book is a one-stop-shop for supporting children with Specific Learning Difficulties (SpLDs).
Covering a spectrum of SpLDs, ranging from poor working memory, dyslexia, dyspraxia and dyscalculia, through to ADHD, autism spectrum disorder (ASD), auditory processing disorder (APD), specific language impairment and visual processing disorder, it explains clearly what each difficulty is, how it can affect a child’s learning and how to help them to succeed despite their difficulties.
“A treasure trove of useful information and practical advice for the parents of children with Specific Learning Difficulties and anyone who teaches them… It really is a must-have.” -Claudine Goldingham BA LLB (Dist.), a dyslexic and mother of two dyslexic and dyspraxic girls
Click here to download the extract
For more information on any of the books inside, simply click the title or book cover to view the full book page.
To receive a print version of this brochure; contact us at firstname.lastname@example.org
In this extract from Talk to Me author Heather Jones discusses how she first got her son Jamie to begin engaging in conversation at the age of 10.
For a free sneak peak, read the extract now.
You can find out more about the book, read reviews and order your copy here.
You can now browse our New Books on Autism Spectrum Conditions catalogue online. For more information on any of the books inside, simply click the title or cover image to view the full book page.
The Early Identification of Autism Spectrum Disorders by Patricia O’Brien Towle is a unique visual guide aimed to equip readers with the skills to recognize autism spectrum disorders (ASD) in children as young as 15-18 months old. It provides a systematic framework for understanding the complex nature of ASD. From social interaction to communication to restricted and repetitive behaviors, each chapter focuses on key symptoms and uses photographs to illustrate and enhance understanding of presenting or absent behaviors. It is written in an accessible style and covers all of the core aspects of ASD, giving readers everything they need to be able to successfully identify the behavioral indicators of autism.
Chapter 4-Social Interaction in Young Children with Autism Spectrum Disorder
Difference and delay in social development is at the absolute core of ASD. Some children show normal first-year social development and then start
to lose those skills in the second year, while other children evidence delays right from the start. The behaviors to be described and illustrated in this chapter fall into the following three general clusters:
- Social engagement and interest: How does the child show that he is interested in others and ready to be engaged? To this end, where does the child place himself physically so that he has the opportunity to get involved with others? How does the child use eye contact to signal interest in engagement, and monitor the faces of others to extract information about how the interaction may go? How does the child get social interaction going with others, and how does he respond when others initiate social interaction with him?
- Emotional signaling: How does a child exchange purely emotional information with others, and signal her internal state?
- Capacity for interaction: How easily does the child fall into a give-and take pattern across a variety of circumstances, from predictable and scripted routines to a free-flowing, reciprocal social interchange? Can he sustain an interaction once it is started?
Download the chapter 4 extract here.
Patricia O’Brien Towle, Ph.D., has 30 years’ experience with early childhood developmental disabilities and Autism Spectrum Disorders. She is a clinical child psychologist at the Westchester Institute for Human Development and assistant professor of psychiatry, pediatrics and public health at the New York Medical College. In addition to her extensive clinical experience, Dr. Towle carries out research on the prevalence and developmental course of ASD, supervises psychology interns and post-doctoral fellows, and gives presentations to professionals and parents nationally. She lives in Westchester County, New York.
Speak, Move, Play and Learn with Children on the Autism Spectrum: Activities to Boost Communication Skills, Sensory Integration and Coordination Using Simple Ideas from Speech and Language Pathology and Occupational Therapy by Lois Jean Brady, America X Gonzalez, Maciej Zawadzki and Corinda Presley is a practical resource brimming with ideas and guidance for using simple ideas from speech and language pathology and occupational therapy to boost communication, sensory integration, and coordination skills in children on the autism spectrum. Suitable for use in the classroom, at home, and in community settings, it is packed with easy-to-follow, goal-oriented activities and lesson plans.
The goal of each lesson is to obtain skill sets that will allow children to be active participants in their day, through fun and challenging activities. The activities promote development by structuring opportunities for engagement while facilitating language and skilled motor production, and are presented with suggested variations that can be used to work with a range of low-level functioning individuals and higher-level individuals functioning with greater independence.
Download the ‘Oral Motor Fun’ activity here.
This activity will help students to organize oral motor sensation and coordination, and to strengthen blowing, chewing, sucking,and diadochinetic skills. The ‘Oral Motor Fun’ activity also supports labeling, verb+ing, fine motor, and group pragmatics.
In this video Sue Cottrell, author of Can I tell you about Stammering/Stuttering?, talks to her 15 year-old son Lloyd about how his stammer affects his daily life, particularly at school whilst he is feeling stressed about exams. Lloyd reflects on footage of himself speaking as a 13 year-old and discusses how the techniques he has learned since have enabled him to control his stammer and become a more confident speaker.
Teach Me with Pictures is a new visual learning programme for children aged 3 to 10 years old. The 40 picture scripts help children with autism spectrum disorders gain key communication and play skills.
Five Reasons Why Picture Scripts Work:
- Pictures appeal to the visual strengths of children with autism.
- Breaking down activities into small steps makes them achievable.
- Picture scripts show the child exactly what to do. This gives confidence to children with autism by making the activities more predictable.
- The language in the scripts is simple and consistent. Whoever carries out the activity with the child says the same words, making it easier for the child.
- Picture scripts act as a memory aid, increasing independence.
The picture scripts cover a range of topics including drawing, cooking and pretend play. Tasks are illustrated in manageable step-by-step sequences and support the development of the child’s independence as well as other skills including following instructions and making choices.
The resource is designed to be accessible to all and can be used by teachers, professionals or parents. The scripts can be photocopied from the book or printed from the CD-ROM (in colour or black and white)
Download sample picture scripts now
Teach Me with Pictures by Simone Griffin, Ruth Harris and Linda Hodgdon is published by Jessica Kingsley Publishers.