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Leslie Bilik-Thompson - Affiliated Rehab

Leslie Bilik-ThompsonSkill Areas:language, cognition,memoryAges:young adult/adultLinguiSystems, 4th AvenueEast Moline, IL 61244800-776-4332 FAX:800-577-4555E-mail: 2004 LinguiSystems, of our products are copyrighted to protect the fine work ofour authors. You may only copy the worksheets as neededfor your own use with clients. Any other reproduction ordistribution of the pages in this book is prohibited, includingcopying the entire book to use as another primary source or master in the 10: 0-7606-0522-XISBN 13: 978-0-7606-0522-6 About the AuthorLeslie Bilik-Thompson , M.

in Speech Language Pathology at Indiana University in Bloomington, Indiana. She has worked as a speech-language pathologist in a wide variety of clinical settings, including intensive and acute care, rehabilitation, extended care hospitals, private practice, and home health care. WALC 6is Leslie's first publication with LinguiSystems. Dedication

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Transcription of Leslie Bilik-Thompson - Affiliated Rehab

1 Leslie Bilik-ThompsonSkill Areas:language, cognition,memoryAges:young adult/adultLinguiSystems, 4th AvenueEast Moline, IL 61244800-776-4332 FAX:800-577-4555E-mail: 2004 LinguiSystems, of our products are copyrighted to protect the fine work ofour authors. You may only copy the worksheets as neededfor your own use with clients. Any other reproduction ordistribution of the pages in this book is prohibited, includingcopying the entire book to use as another primary source or master in the 10: 0-7606-0522-XISBN 13: 978-0-7606-0522-6 About the AuthorLeslie Bilik-Thompson , M.

2 A., CCC-SLP, earned her Master of Arts Degreein Speech Language Pathology at Indiana university in Bloomington,Indiana. She has worked as a speech-language pathologist in a widevariety of clinical settings, including intensive and acute care, rehabilitation,extended care hospitals, private practice, and home health 6is Leslie 's first publication with is with heartfelt sincerity that I dedicate this book to each and every client I have worked with, forthey have taught me genuine lessons in courage, determination, human will, compassion, would like to sincerely thank LinguiSystems, with appreciation to Lauri Whiskeyman.

3 For making thepublication of this book would also like to give special thanks to my first boss, Linda Norris-Morton, who truly valued"functional" speech language therapy, and who was always my number one advocate for the non-traditional activities I used during therapy in order to promote more meaningful and functionalintervention for my would like to express special gratitude to Dr. S. M. Barlow, , a distinguished scientist in the fieldof Communication Neuroscience Research, for his steadfast support and encouragement of myendeavors in the field of speech-language pathology and in life, for teaching me the great connectionbetween science and therapy, and for always inspiring me to learn , I would like to thank my family for their love and for giving me extra long turns on the familycomputer in order to finish this book!

4 Illustrations by Marcy Ramsey and Margaret WarnerEdited by Lauri WhiskeymanPage Layout by Christine BuysseCover Design by Mike PaustianTable of ContentsIntroduction.. 5 Temporal Orientation.. 7 Recognizing Time .. 8 Understanding, Predicting, and Recalling Time .. 9 Calendar Work.. 16 Daily Schedule .. 19 Spatial Orientation.. 20 Spatial Orientation Recall .. 21 Location and Direction.. 22 Maps.. 23 Nonverbal Communication.. 36 Gestures .. 37 Pantomime With or Without the Use of Objects .. 38 Expanded Pantomime .. 39 Oral Motor.. 40 Oral-Motor Exercises .. 41 Specific Sound and Oral-Posture Exercises.

5 44 Verbal Expression.. 100 Verbal Phrase Completion .. 101 Word Recall from Descriptions.. 102 Response to Questions .. 104 Rewording Illogical Sentences .. 105 Formulating Sentences .. 106 Synonyms .. 108 Antonyms .. 110 Dialogue Boxes .. 112 Asking Questions .. 118 Speaking with Expression .. 126 Describing .. 128 Explaining Activities.. 130 Role Playing .. 131 Personal Discussion .. 133 Conversation History .. 135 WALC 63 Copyright 2004 LinguiSystems, 64 Copyright 2004 LinguiSystems, of Contents,continuedAuditory Comprehension.. 154 Phonetic Word Discrimination .. 155 Semantic Word Discrimination.

6 166 Comprehending Yes/No Questions.. 177 Following Auditory Directions .. 179 Listening to Illogical Sentences .. 183 Listening for Details .. 186 Short Story Multiple Paragraph Comprehension .. 194 Understanding Humor In Short Stories .. 205 Reading Comprehension.. 211 Single Letter Recognition .. 212 Letter Discrimination .. 216 Word Identification: Two-Word Level .. 223 Word Discrimination.. 230 Word Identification: Sentence Level .. 245 Sentence Discrimination .. 251 Following Written Directions .. 262 Short Sentence Comprehension .. 267 Long Sentence Comprehension .. 270 Short Paragraph Comprehension.

7 273 Functional Reading Comprehension.. 283 Written Expression.. 297 Biographical Information .. 298 Personal Interview .. 301 Writing Checks .. 303 Wordless Book List.. 306 Answer Key.. 307 IntroductionThe Workbook of Activities for Language and Cognition 6(WALC 6) was developed to provide acomprehensive series of tasks and functional carryover activities allowing for integration of language and cognitive skills for neurologically-impaired adolescents and adults with diverse levels of activities in the following sections can be adapted for clients with a variety of functioning skilllevels. Temporal OrientationClients with neurological impairments often exhibit difficulty planning their days, understandinghow long it takes to do something, using a calendar, and planning a schedule.

8 The tasks inthis section focus on recognizing, understanding, and using time concepts for everydayactivities. Spatial OrientationClients with damage to the non-dominant hemisphere can demonstrate decreased ability tolocalize objects in space and show diminished capacity to determine spatial orientation. Thissection includes tasks structured to target spatial awareness and visual awareness. Thesetasks can also be used to integrate memory, problem solving, verbal naming, and followingwritten and oral directions. Nonverbal CommunicationThe tasks in this section focus on developing strategies to facilitate nonverbal expressivecommunication for those clients who have lost the ability to produce speech or verbalize in a meaningful and effective manner.

9 Specific gesture and pantomime exercises are includedas well as activities for functional carryover and expansion of these skills. Oral MotorThis section is designed for those clients who demonstrate dysarthria (a weakness orincoordination of the speech muscles) or verbal apraxia (an impairment in the sequencing of speech sounds). Specific oral-motor exercises are included, along with sound specificexercises, ranging from the single word level through the sentence level. Verbal ExpressionVerbal expression encompasses content (vocabulary concepts), form (how words are formed and linked into phrases/sentences), and use (what the speaker wants to get fromusing language).

10 Many of the tasks in this section can be used two ways: you can eitherfocus on one target area at a time ( , speech intelligibility or word finding) or you canintegrate skills to focus on a number of target areas within the same task ( , speechintelligibility and word finding or speech intelligibility, word finding, and expressing emotions).The tasks are broken down to target a wide range of skill levels, ranging from the single wordlevel through the structured and unstructured conversation levels. Auditory ComprehensionFollowing neurological trauma, clients will often show deficits in understanding spokenlanguage.


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