This book is the first to bring together in one volume a wide-ranging set of clinical linguistic case studies covering all levels of linguistic analysis and demonstrating the application of more than one level of linguistic analysis to individual cases.

"There is much to recommend this rather meaty book...What it demonstrates most competently is how the tool of linguistics can be added to other diagnostic clinical procedures and judgement to enable clinicians to make management decisions. It also demonstrates the limitations of linguistic tools: two valuable insights from an engaging text".

It is all too easy to forget to celebrate those children who are not successful in the traditionally valued achievements, academic, sporting and musical performance. Research findings have shown that young people of all ages value a note or certificate to take home to parents or carers. This is preferred to praise or tokens of school merit such as points or stickers.

This collection of copiable certificates provides an opportunity to celebrate every possible behaviour or personality characteristic we could think of... many examples reward responsible behaviours towards other people and the environment... ordinary things like showing a visitor around or caring for the plants.

There are 196 key-copies, half A4 size and wire bound for easy use on the photocopier. An introduction on self esteem and a pupil record sheet challenges the teacher to use one a day!

Many able children are underachieving in schools because teachers and parents are failing to identify and therefore adequately provide for their special needs. This work aims to assist teachers in becoming more patient and observant in the classroom so that they can accurately define their objectives in providing for these children. It also aims to help teachers and parents discover the excitement, challenge and pleasure of teaching able children and helping them to achieve their considerable potential.

This edition includes updates and additions in computer technology, new resources and an expanded bibliography.

TABLE OF CONTENTS:

What's in a name? characteristics of gifted and talented children; identification; provision and strategies for teaching; enriching the curriculum; the parent/child/teacher model; resources and policies.

This volume focuses on working with people who have challenging behaviours from staff from all professions, but also parents, relatives and friends. Emphasizing good practice, the book discusses what to do in challenging situations, good incident management procedures, and ways in which staff can work together, plan and problem-solve. Staff from a variety of disciplines provide accounts of their day-to-day work and the editor highlights and comments on issues of practice, technique and theory.

TABLE OF CONTENTS:

Commentary - helping the person learn how to behave; positive incident management - insights from staff involved and issues for the organization; a flat for one - social service provision at the extreme; the challenge of class six; commentary - managing incidents of challenging behaviour - principles; working with people with challenging behaviour in a further education class within a long-stay hospital; developing practice in a residential team - training, talking, thinking, working; Andrew - a classroom for one; commentary - managing incidents of challenging behaviour - practices; leading a well-challenged social services residential team; Ann - the challenge of a difficult-to-reach five-year old; exotic communication, conversations, and scripts - or tales of the pained, the unheard and the unloved?

Every school needs to address the problem of children who behave badly, and to help teachers deal with bad behaviour whilst, at the same time, delivering the National Curriculum. This book offers strategies and curiculum activities to help teachers effect change in pupil behaviour.

TABLE OF CONTENTS:

Focus on English - rule making; focus on history - expressing feelings; focus on geography - learning new scripts; focus on science - peer tutoring for conflict resolution; focus on maths - the non-bullying classroom; focus on PE - assertiveness for the victim; focus on art - from bully to friend; beyond the classroom; creating a whole school ethos.

This book has been written for use by early childhood teachers, nursery nurses, special education teachers and others who want to help children who are experiencing difficulties in the early stages of language acquisition. It sets out guidelines for assessing children's current language skills and increasing their level of communicative competence through appropriate learning experiences. The language programme described is derived from an interactional theoretical framework.

A unique and extensively researched guide to the increasingly used child-centered model of family therapy. Beginning with a discussion of the relationship between parents and children within different family structures, the book goes on to examine the effect of typology, crisis, and change on critical family identity images and ways to smoothly integrate children and families into child-centered therapy. Discusses the importance of primary prevention and early intervention in child-centered therapy, and offers detailed descriptions of five child-centered family activities. Finally, the book shows practitioners how to chart critical identity images, growth, and change during the therapy process and offers a short-term treatment model which meets the needs of managed care.

The author suggests that, for some pupils, our hopes that they will assume responsibility for their own behaviour must be postponed until they have the ability to achieve self-control. Until that time the responsible adults can assist them and ensure their entitlement to education and safety by assuming that control. The text and the photo-copiable discussion scenarios offer encouragement, strategies the reader will want to try tomorrow and simple procedures refine blunt reward and punishment systems.

This book introduces acquired childhood aphasias and looks in detail at some of the different causes and effects commonly encountered in clinical practice.

"This is a rare if not a unique book...to be welcomed, not only by speech and language therapists but by all who work in teams involved with the management of children with ACA. It is well written, easy to digest and relatively affordable!"

The Spectrum of Disorders in Autism. Recent Advances in Understanding the Causes of Autism. Approaches to Treatment for Children with Autism. Developing Communications Skills. Social and Play Skills. Obsessional and Ritualistic Disorders. Education Provision for Children with Autism. Medical Intervention. Issues for Families.

This practical handbook offers advice on strategies for meeting the special educational needs of children with Down's syndrome in mainstream schools. The aim is to increase the confidence of support assistants, teachers, SENCOs and senior managers in both primary and secondary schools in providing a quality education for these pupils, while using scarce resources to best effect.

The author offers an introduction to the particular characteristics of children with Down's syndrome and their impact on learning and behaviour. She considers the benefits of inclusive education and the most effective ways in which the National Curriculum can be made accessible. She also examines working with the whole-school, parents and outside agencies, as well as providing practical resources such as photocopiable proformas and checklists, materials for INSET in schools and support services and a list of reading materials.

TABLE OF CONTENTS:

What is Down's syndrome?; inclusive education; foundation skills; models of support; differentiating the curriculum; working with the whole-school; working with parents; working with outside agencies; sources of help and further reading.

This book examines what speech and language therapists, working individually and in multidisciplinary teams, really do with language-impaired children. Rather than discussing this from the basis of one particular school, theoretical model or approach, the book aims to develop a holistic view of the child, her/his family, environment and progress with language.

The book has a broad base of learning difficulty which includes autism and Asperger's syndrome. Dyslexia has also been included, since it contributes so pervasively to learning difficulties at school. The authors also cover a wide developmental life span, from working with young babies to adolescents; and the whole spectrum of mental handicap, from mild learning difficulties to severe learning difficulties and profound and multiple handicaps.

This text is written for teachers in mainstream settings who are about to teach pupils with a visual impairment for the first time. It describes the impact a visual impairment can have upon a pupil's access to the curriculum. The text also suggests practical ways to overcome difficulties, shares advice on assessment, differentiation and how low and high technological aids can support the pupil's work, and provides a glossary of common words and expressions used in this field and useful addresses and organisations.

TABLE OF CONTENTS:

Understanding what the child can see - an introduction to eye conditions and visual assessment; adapting the learning environment; teaching approaches; mobility and orientation; the child with additional disabilities; final thoughts.

Communication problems in children that are best described as pragmatic in nature have been a focus of attention for some years. However, despite this, speech and language therapists, teachers and researchers still have some difficulty describing, defining and explaining such problems.

This book gives an up to date synthesis of work in the field of childhood pragmatic problems and provides both an introduction and more detailed consideration of this complex area. Aspects covered include conversational analysis, speech and communicative acts, reference, narrative, pragmatic comprehension and relevance. Each chapter contains exercises with discussion, notes on normal development and illustrative clinical data from children, as well as recent research in the area. This book provides a critical and informative account of what is currently known about children's pragmatic communication difficulties and how these difficulties can be described and explained. It should make an ideal book for both students and researchers of speech and language pathology, linguistics, psychology and education. It will also be of value to practising clinicians who would like updating and succinct access to research findings.

This book develops the ideas presented in Children's Speech and Literacy Difficulties: A Psycholinguistic Framework by focusing on how the information gathered within a psycholinguistic framework can be used to plan intervention for children with speech, wordfinding and phonological awareness problems. It illustrates how the psycholinguistic approach has been implemented in different contexts and with different cases through a series of practical activities and discussion of current research relevant to practice.

This book presents a systematic hypothesis testing approach to the assessment of speech processing skills in children and is based on the popular courses run by the authors. The book aims to develop the knowledge and analytical skills of those who need to administer and evaluate assessment materials. Principles of psycholinguistic investigation are introduced through a series of activities relating to theoretical and practical issues. The book demonstrates through case studies how to profile and interpret a child's performance within a developmental psycholinguistic model. It will be of particular interest to practitioners, researchers and students in the following areas: speech and language therapy; education; clinical, educational and developmental psychology and child language and clinical linguistics.

This book, written by two experienced teachers, explains how Circle Time can be easily introduced into the classroom and provides the teacher with a host of ideas and varied activities upon which to build a programme. Suggested menus are set out for infant, junior and secondary pupils with lesson plans and clear explanation of activities.

The publication includes a foreword by George Robinson in which the process of Circle Time is developed as an ideal foundation for recommendations in the discussion paper on Spiritual and Moral Development, National Curriculum Council. (1993)

Teresa Bliss and George Robinson explore the impact that Circle Time can have on the development of social behaviours, ethics and morality. Many new activities are added to the original repertoire.

The book includes:

* A link between Circle Time and the teaching of the moral and spiritual curriculum

* A plan for a term's developmental work

* Ways in which issues starting outside the circle can be supported within the security of an already established circle group

* Worksheets to increase the range of activities

The video COMING ROUND to CIRCLE TIME makes it come alive! Video material can provide an extra impact - watching the faces, listening to the discussion can add a feel and a flavour to activities which are hard to convey through written material alone.

* Examples of infant, junior, secondary and adult circles

* A questions and answers session with teachers

* Pupils & teachers discussing why they like Circle Time

In the video you will see George Robinson join a junior class using Circle Time. Teresa Bliss visits a number of existing groups, primary, secondary and adult, works with them and answers questions.

The video and accompanying booklet can introduce the process to a staff group or provide a focus for an INSET presentation.

You will want to try it for yourself!

This is resource for established users of Circle Time, looking for some extra ideas and variations on the usual pattern of activities.

The spiral bound book contains extensive sets of copiable cards:

* Feeling cards for work on emotions

* Image cards for work on "I" langauge

* Sentence completion cards to vary the core game.

Ideas for games using each set are included but facilitators and young people will invent numerous ways to use the cards.

Aimed at primary and secondary teachers, this volume combines the theory and practice of classroom management. The key areas covered include: theoretical approaches to general classroom management with reference to both learning and behaviour; practical ideas arising from theoretical approaches; and advice and methods relevant to managing pupils with and without special educational needs. Case studies are included to illustrate aspects of classroom management.

TABLE OF CONTENTS:

Introduction to classroom management; the concepts of class and group dynamics; theoretical approaches and their practical applications to classroom and group management; special categories of pupils; special topics.

This book covers the practice of clinical child psychology - a discipline which has undergone radical changes during the last twenty years. The revised second edition includes new material on post-traumatic stress disorder in childhood, and a more detailed account of the difficulties associated with child training and routines.

In this work are papers presented at the Fifth Annual Meeting of the International Clinical Phonetics and Linguistics Association (ICPLA). They cover a range of topics, from infant babbling to language in dementia, from pragmatic disabilities to cleft palate articulation, and from slow potentials to nasalance measures. Some of the papers contribute to fundamental issues of speech and language disorders, others to clinical issues such as assessment and treatment. The book also covers a variety of research questions, patient groups, syndrome taxonomies, experimental paradigms and measurement techniques. The overall aim is to increase the understanding of communication disorders, and to improve the methodologies for diagnosing and treating them.

Over the last i5 years there has been growth in the use of the linguistic profile in speech and language therapy clinics. While standardized psychometrically based assessment procedures use numerical scoring and selective elicitation procedures, the profile sets out to take a representative sample of the client's speech to detect and elucidate patterns of impaired and unimpaired linguistic abilities. The profile approach allow the clinician to detect directly the structures that need remediation and the norm-referenced developmental order in which this should be undertaken.|Some clinicians will need to be familiar with several profile approaches to assessment, and this book aims to provide a useful survey of the available profile packages detailing their application and comparing their usefulness as tools for the clinical appraisal of language use.

This text describes how cooperative group work can enhance relationships in the classroom, reduce prejudice and alleviate problems of victimization and peer rejection. It combines quantitative experimental analysis with case studies, and considers the impact of the family on pupil behaviour.

TABLE OF CONTENTS:

Social relationships in middle school classrooms; cooperative group work in middle schools; the schools - training in cooperative group work; cooperative group work and social relationships; pupil differences and teacher differences; case studies of children; family background; recommendations.

Cognitive neuropsychology has made it possible to analyze individuals' language disorders through a psycholinguistic model and to quantify and evaluate the effects of intervention. The complementary methods of conversation analysis are also being introduced into assessment, with the potential for bringing a further structured approach to intervention.|This book introduces readers to both these systems through the study of actual clients with whom the authors and their colleagues have worked. It takes the form of a workbook, and readers are provided with information, stage by stage, and asked to form their own hypothesis before being given the author's own suggestions and results. The six cases used illustrate different disorders of language processing. The assessments are presented exactly as they occurred in clinical practice, and the authors use their deficiencies as a learning exercise to encourage readers to consider how they could have been improved, what further investigations are needed and what inferences for intervention can be drawn from them. Details of all the assessment materials used are provided, together with a simple method of evaluating the effectiveness of the proposed therapy.|The book should be of interest to speech and language therapists, clinical linguists, clinical psychologists and their students who wish to use these two systems in their work with aphasic clients.

Contents:

Introduction - background, evaluation, workshops on cognitive neuropsychological models, design of the workbook. Part 1 Applying cognitive neuropsychology: a psycholinguistic model of comprehending and producing words - auditory comprehension processes, assessing auditory comprehsnsion, semantics, assessing semantics, orthographic processes in reading, assessing reading, processes in spoken output, assessing spoken output, processes in written output, assessing written output; practice in applying the model; implications of cognitive neuropsychology for therapy for the impairment; cases. Part 2 Applying conversation analysis: background; conversation analysis and aphasia; conversational management and aphasia - turn taking, repair, topic management; conversational analysis and its implications for therapy -impairment-focused therapy, communication-focused therapy; undertaking a conversational analysis - recording, transcription, analysis; cases.

This volume reviews and integrates research on style differences in learning behaviour and describes the "cognitive styles analysis" which provides a simple and effective method of assessing style in children and adults. As both a textbook and a source of reference for professionals working in a range of contexts, it aims to help teachers and trainers reflect on and assess their effectiveness. The authors provide insights into personal and professional behaviour for cousellors and personnel professionals, and offer a framework for future research for psychologists.

TABLE OF CONTENTS:

Part 1 Cognitive style and learning strategies: cognitive style; learning style; learning strategies. Part 2 Style and behaviour: cognitive style and other individual difference dimensions; cognitive style and problem behaviour; implications and future developments.

Intended as a reference for all those teaching and working with children and adults with severe and profound learning difficulties, this work addresses the theoretical aspects of the development of communication up to and including the beginnings of speech in normally developing children, and those with severe learning difficulties. It also includes an approach to practical assessment.

TABLE OF CONTENTS:

Re-examining the development of early education; the Affective Communication Assessment - ACA; communication for a purpose; playing the zone - using routines to develop early communication skills; teaching first meanings; assessment of early communication; from assessment to intervention - examples of the use of Early Communication Assessment - ACA; accessing and extending pragmatics - the functional use of communication. Appendices: the Early Communication Assessment - ACA; considerations of reliabiltiy of the ECA; the Manchester pragmatics profile.

This is the first book to provide comprehensive coverage of the communication impairments that occur in association with the two most common forms of childhood cancer, namely leukaemia and brain tumour. Both of these conditions are described in terms of their epidemiology, diagnosis, aetiology, types, symptomatology, medical course and prognosis. In that speech and language disorders occurring in association with the two forms of cancer are largely the outcome of structural and functional changes in the brain caused by treatments applied to these conditions, particular attention is given to the treatment of leukaemia and brain tumour. Special emphasis is given to the effects of radiotherapy and chemotherapy on brain structure and function.

The speech and language disorders associated with childhood cancer are fully described with regard to their nature and occurrence. In addition, methods for assessing and treating communication problems in children with either leukaemia or brain tumour are recommended and described. Wherever necessary, the speech and language disorders are illustrated by reference to case examples. Factors contributing to the occurrence of communication impairments in children treated for cancer are discussed, for example CNS prophylaxis, age at treatment etc.

The book is aimed at practising and student health professionals involved with the assessment, treatment and management of children with neoplastic conditions. The text will be particularly useful for undergraduate and post graduate students undertaking degrees in either speech pathology or medicine.

This book examines critically three broad categories of communication approach which are currently advocated by the different schools of thinking concerned with the socialization and education of deaf children. These are: the "auditory-oral", the "total communication" and the "bilingual approach". In each case the claims for the approach are identified, the arguments offered for are assessed and the counter-claims made by the critics are presented. The research relating to the efficacy of each approach is reviewed and the validity of the available evidence is examined. The unresolved ideological and political features of the debate are also discussed.|This book is addressed primarily to teachers of the deaf, student teachers of the deaf and parents of deaf children. It should also be useful to professionals such as speech therapists and educational psychologists who work with deaf children.

Bench has written a very detailed and extensively researched book. Throughout the text, he offers a critical and illuminating appraisal of the studies reviewed and is frequently indicating those areas that would benefit from further examination.... The book will be of great interest to teachers, speech therapists, counsellors and psychologicts and is an informative book for the medical practitioner.

This outstanding work offers the latest information on the causes, assessment, treatment and prevention of disruptive behavioral problems in underachieving children and adolescents. It describes and evaluates the most frequently used treatment methods and leads readers through one type of effective treatment, detailing the stages, issues, pitfalls and predictable client/therapist reactions. Mandel summarizes numerous assessment tools that have been developed for underachievers and reviews the key components in successful prevention programs.

This text offers newly qualified and experienced teachers practical skills to support them in their key role of effectively managing classrooms. Behaviour management approaches, influential language patterns and core skills for building positive relationships are presented in detail. The integrated activities provide sustained professional development, inviting teachers to reflect on what it is they do well and in doing so generate confidence and motivation.

TABLE OF CONTENTS:

The big picture; the emotional climate; the power of language; establishing your classroom agenda; essential protocols; putting into practice - key strategies.

This text considers the rationale of, and research evidence in, support of some of the major controversial issues receiving attention in the field of special education. Based on a course of lectures, it aims to comment on each topic in a manner accessible to teachers, parents and professionals.

TABLE OF CONTENTS:

Peer/parent tutoring; conductive education; total communication; instrumental enrichment; coloured lenses and overlays; facilitated communication; intensive programmes for brain injured children; reading recovery; dyslexia; attention deficit/hyperactivity disorder.

Drawing on two years of school-based research carried out by the authors, this work addresses the issues in practice for teachers counselling or guiding students in schools. The book aims to report the research from three angles: the perspective of the pupil, the teacher and the school development. It also provides the reader with information, discussion and developmental activities, and helps teachers clarify legal, ethical and practical issues.

TABLE OF CONTENTS:

Counselling and guidance in schools - a map of the territory; the process of developing practice and policy in a school; viewpoints - students and teachers; critical issues in the field.

Provides counsellors, trainee counsellors and teachers with pastoral care responsibilities, with the knowledge and skills that are required to support effective counselling. The authors seek to increase the reader's capacity to work sensitively with their clients.

TABLE OF CONTENTS:

What is counselling?; pastoral care; attachment theory; rational emotive therapy; using different approaches (a dialogue between the authors); ethical issues in counselling self-esteem; bullying, separation, loss and grief; working with parents.

Intended for teachers and staff working with people with profound and multiple learning difficulties, this text aims to help create a positive interactive environment for the people with whom they work. The responsive environment and its importance is defined using both research and everyday examples. Different aspects of the responsive environment are then explore. An essentially practical book, each chapter contains examples and exercises to enable the reader to put ideas into practice and capitalise on their own strengths

TABLE OF CONTENTS:

The importance of a responsive environment; getting started, making sense of children's behaviour; starting a conversation, giving the child a chance to reply; sharing control; moving on; keeping the responsive environemt going.

The research, practice and staff development activities in this text have come out of the "Improving the Quality of Education for All" (IQEA) Project, which emphasizes the importance of enhancing internal conditions in schools by building on exisiting good practice.

It is necessary to modify the conditions within the classroom, as well as those at the level of the school, if school improvement strategies are to have their full impact on student achievement. The book articulates a complementary set of "classroom conditions", and gives INSET providers the activity materials to implement them.

TABLE OF CONTENTS:

Creating the conditions for classroom improvement; improving the quality of education for all; authentic relationships; boundaries and expectations; planning resources and preparation; teacher's repertoire; curriculum development; reflection on teaching and learning; the journey of classroom improvement; an invitation.

This is a practical guide for practitioners confronted with the demands of delivering individual Action Plans to young people and adults. The author takes the reader through the varius stages in the IAP processes, from encouraging individual's raising of awareness, to identifying learning needs, determining a range of learning routes and setting targets.

TABLE OF CONTENTS:

Creating the conditions for school improvement; staff development; involvement; leadership; coordination; enquiry and reflection; collaborative planning; beginning the journey of school improvement.

Across the curriculum, five successful lesson plans are presented, with commentary on effectiveness from the author and teachers who have tried them. These lessons are placed in context: speaking and listening, ground-rules of discussion, four kinds of argument, applied techniques of thought, intellectual challenge, kinds of question, getting the climate right, exploring moral issues, and avoiding excessive academic expectations whilst raising intellectual expectations.

TABLE OF CONTENTS:

Speaking and listening; ground-rules of discussion; four kinds of argument; applied techniques of thought; intellectual challenge; kinds of question; getting the climate right; exploring moral issues; avoiding excessive academic expectations whilst raising intellectual expectations; graphic organisers of thought.

You have probably heard of the No Blame Approach to bullying. The method was featured in the BBC 2 documentary I just want it to stop! {August 1997}

This book is the only comprehensive account of the work describing the development & explaining how it works. This is supported by accounts from teachers, psychologists & parents describing their experiences using the method with children and young people in primary and secondary settings.

An essential read for every school wishing to evaluate its anti-bullying procedures.

The second edition presents a new model of child development based on the interplay between culture and personal history. It describes child development as an interdependent process directed by the actions of the child and its social environment. The author sheds new insight into child development across cultural lines.

This book helps its readers to better understand the needs of children with differing cultural backgrounds and offers some effective ways of dealing with the varied reactions of children to situations caused by cultural differences. The author's basic aim is to show how we can make use of cultural difference to enrich children's lives rather than treating it as a problem. By helping them and the workers who care for them to understand other cultures better, we can help to reduce intolerance and counter persecution before it develops into adult behaviors.