Overview

The Social Communication Intervention Programme (SCIP) has been developed to support school-aged children (6–11 years) with social communication, pragmatic, and language needs. SCIP provides a rationale and method for providing specialist level pragmatics and language therapy for these children who have significant social communication differences. The SCIP model is introduced in The Social Communication Intervention Programme Manual, and this book presents the content of the intervention programme itself, using a nested structure of 150 adaptable therapy activities. It contains the complete set of resources required to plan and deliver the interventions set out in the companion book, including forms, activities, and ready-made information sheets. Content can also be downloaded and printed for easy use. Used alongside The Social Communication Intervention Programme Manual, this book offers a truly practical, tried-and-tested model to provide targeted, individualised intervention for children with social communication challenges. It is an essential tool for speech and language therapists, specialist teachers, and psychologists who are working with children with social communication, pragmatic, and language needs. For the most effective use, The SCIP Resource should be purchased alongside The SCIP Manual.

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9781032706603

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Reviews

"""It is rare to find such a comprehensive programme: the intervention plan is directly linked to child assessment with clear benchmarks for progression. It provides an integrated method for developing language structure, social understanding and pragmatic skills."" - Courtney Frazier Norbury, Professor of Developmental Language & Communication Disorders at UCL ""SCIP is the first evidence-based program to address the complex nature of social communication disabilities in children with autism, developmental language disorder, and social (pragmatic) communication disorder. The program provides detailed assessment and intervention activities for facilitating language processing, social, and pragmatic knowledge and skills. Guidelines and practical suggestions for the involvement of school staff and parents are included, so that children’s new skills generalise to interactions with peers and family members. In short, SCIP is a must have for professionals who want to comprehensively support children’s social communication abilities."" - Geralyn R. Timler, Professor & Program Director, On-Campus Clinical SLP Program. Director, Social Communication and Language Evaluation (SCALE) Lab, James Madison University"

"""It is rare to find such a comprehensive programme: the intervention plan is directly linked to child assessment with clear benchmarks for progression. It provides an integrated method for developing language structure, social understanding and pragmatic skills."" - Courtney Frazier Norbury, Professor of Developmental Language & Communication Disorders at UCL"

"""It is rare to find such a comprehensive programme: the intervention plan is directly linked to child assessment with clear benchmarks for progression. It provides an integrated method for developing language structure, social understanding, and pragmatic skills."" Courtney Frazier Norbury, Professor of Developmental Language & Communication Disorders at UCL ""SCIP is the first evidence-based program to address the complex nature of social communication disabilities in children with autism, developmental language disorder, and social (pragmatic) communication disorder. The program provides detailed assessment and intervention activities for facilitating language processing, social, and pragmatic knowledge and skills. Guidelines and practical suggestions for the involvement of school staff and parents are included, so that children’s new skills generalise to interactions with peers and family members. In short, SCIP is a must-have for professionals who want to comprehensively support children’s social communication abilities."" Geralyn R. Timler, Professor & Program Director, On-Campus Clinical SLP Program. Director, Social Communication and Language Evaluation (SCALE) Lab, James Madison University"

Author Information

Catherine Adams is an Honorary Senior Lecturer in Speech and Language Therapy at the University of Manchester, UK. She has led a number of research projects on pragmatic and language needs in children as well as pioneering work on the effectiveness of social communication intervention. Jacqueline Gaile is a Consultant Speech and Language Therapist in independent practice with over 30 years’ experience of working with children with language and social communication needs. She was also senior research SLT on the SCIP research projects at the University of Manchester, UK.

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