Developing Language Concepts: Programmes for School-Aged Children

This book is a valuable resource for all speech language therapists, teachers and support assistants working with children in schools and community clinics. It provides practical, step-by-step photocopiable programmes to help with specific language concepts, such as amount, colour, size, time and shape. The programmes are intended for speech language therapists to copy and send to the school where staff can deliver the programmes, although they can be used by the therapist themselves. Clearly set out, the exercises can be personalised for each child and are graded so that the therapist can select and copy the sheets relevant to the child's needs. Each programme introduces the concept, teaches it and then checks to see if the child understands it. There is also practical advice on setting up therapy programmes in schools, such as setting up appointments, working in the school with children, staff and parents, covering letters to send with the programme, how to write programmes and many other useful tips.

Table of Contents:
Acknowledgements, Introduction, Concept Levels tables, Level 1, Level 2, Level 3, Appendices

About the Author :
Bridget Burrows is a speech language therapist currently working with special needs children in mainstream schools in the Scunthorpe area.

Review :
This book aims to develop children's understanding of specific language concepts such as place, shape, size, time through a comprehensive yet flexible programme. This should prove to be a very useful photocopiable resource for speech and language therapists and indeed other professionals working within the educational setting. It is evident that the author has considerable practical experience in this area of language development. There are many helpful suggestions and tips to maximise progress outlined with clarity and relevance. Reasons are given as to why a child may or may not be coping with the programme and the book directs the professional to examine various aspects of teaching or individual child development. For example, the pace of delivery may be inappropriate or situational considerations such as group work vs. individual strategies. The author also stresses the need to commence the target concept at the appropriate level i.e. level 1 before level 2. The concepts are clearly graded into three levels to give a guide to acquisition order and we felt these broadly reflected our own clinical experience of concept development. It is acknowledged that there will be variation as to the time the child is ready to learn the concepts and again this allows flexibility as the programme is not constricted by rigorous 'age' boundaries. The book works through a structured format, offering practical suggestions for intervention and therapy ideas. Each concept section has many teaching strategies and helpfully outlines the items that are required for given activities. These are readily accessible within the classroom setting such as musical instruments, farm animals, furniture etc. At a practical level, the author reflects on considerations relevant to any therapeutic situation for example age of child, concentration levels, linking target with curriculum, equipment accessibility and staff availability. The appendices consist of practical, informative and photocopiable handouts which help to chart progress, give advice to staff and inform future target strategies. For example, handout 5 consists of useful ideas for delivery of the programme and we were pleased that the authors first aim was to make the activity a 'happy experience'. Age does not appear to be a key feature within this programme although it cites 'school aged children' within the title. It could be argued that many children now enter school based nurseries at 3 years and we were a little unclear about the author's target client group. It would appear that many of the concepts when related to standardised assessments emerge before 4 years of age. However, it could be argued that the lack of age boundaries actually adds to the programmes flexibility and acknowledges child individuality in language acquisition. The author outlines the optimal starting point of the programme to be at the two word receptive level and does not advocate its use until this point has been reached. This book will be a welcome resource to therapists as it provided a time efficient method of delivering a programme in schools and promotes a much greater exchange of information between professionals. It is a refreshing approach to team working practises. The author may consider developing this package further to include a 'pre' and 'post' concept assessment and also an 'add on' of the relevant picture material required. In conclusion this provides an extremely useful starting point for concept teaching and has the potential to be used with language delayed/disordered children requiring a much more multi sensory approach to language input. Alison Taylor Karen Shuttleworth Speech & Language Therapy Cumbria Primary Care Trust "This book will be a welcome resource to therapists as it provided a time efficient method of delivering a programme in schools and promotes a much greater exchange of information between professionals. It is a refreshing approach to team working practises." Alison Taylor, Karen Shuttleworth, Speech & Language Therapy, Cumbria Primary Care Trust