1st Edition
The Social Communication Intervention Programme Manual and Resource Supporting Children's Pragmatic and Social Communication Needs, Ages 6-11
The Social Communication Intervention Programme (SCIP) is an evidence-based intervention developed to support school aged children (6-11 years) with persistent social communication, pragmatic and language needs. The Social Communication Intervention Programme Manual and Resource provide a theoretical rationale, method and over 150 activities for providing specialist level language intervention for these children.
The Social Communication Intervention Programme Manual introduces the SCIP model in which three main intervention components are defined: social understanding/social interpretation, pragmatics, and language processing. The Manual provides a theoretical rationale and a comprehensive set of instructions for a phased approach to intervention. It contains instructions on the full scope of intervention, from development of core pragmatics and social communication skills through to generalisation, including principles and therapy methods. Guidance on assessment and mapping assessment findings to individualised therapy aims is provided. A method of planning an individualised route through the intervention to match each child’s needs is described. Evidence to support the use of SCIP in practice is included.
The Social Communication Intervention Programme Resource contains the full set of over 150 therapy activities arranged in a nested structure under each of the three main intervention components: social understanding/social interpretation, pragmatics, and language processing. The SCIP Planning and Record Form and Information sheets for each Section are provided. The materials needed for work on generalisation are also included. Content can also be downloaded and printed for easy use.
The Social Communication Intervention Programme Manual
List of figures, tables and boxes
Introduction
Chapter 1 The Social Communication Intervention Programme (SCIP): Introduction and statement of purpose
Chapter 2 Overall structure and procedures for SCIP
Chapter 3 Children with persistent social communication needs
Chapter 4 SCIP rationale, model of intervention and evidence base
Chapter 5 The perceptions of children, parents, teachers, and practitioners on SCIP Intervention and outcomes
Chapter 6 Principles of SCIP Intervention
Chapter 7 SCIP assessment and outcomes procedures
Chapter 8 Planning and delivering Phase 1 SCIP Intervention
Chapter 9 Planning and delivering Phase 2 SCIP Intervention
Chapter 10 Planning and delivering Phase 3 SCIP Intervention
Chapter 11 Case study of SCIP Intervention: a worked example
Index
The Social Communication Intervention Programme Resource
Introduction
SCIP Phase 1 Intervention Content
Phase 1 Intervention Content Table
Phase 1 Therapy activities
Phase 1 to Phase 2 Pointers
SCIP Assessment to Intervention Map
Phase 2 Intervention Content Table
The nested structure of Phase 2 Intervention
Quick guide: List of Activity targets in SUSI, PRAG and LP
SUSI Content Tables and Intervention Activities
Social Understanding and Social Interpretation (SUSI) Content Table
SUSI 1 Understanding social context cues in interactions
SUSI 2 Understanding emotional cues in interactions
SUSI 3 Understanding and practising flexibility
SUSI 4 Understanding thoughts and intentions of others
SUSI 5 Understanding friendship
PRAG Content Tables and Intervention Activities
Pragmatics (PRAG) Content Table
PRAG 1 Turn taking and reciprocity
PRAG 2 Conversation and metapragmatic skills
PRAG 3 Understanding information requirements
PRAG 4 Understanding and managing topic in conversation
PRAG 5 Understanding and improving discourse style
LP Content Tables and Intervention Activities
Language Processing (LP) Content Table
LP 1 Vocabulary and word knowledge
LP 2 Narrative construction
LP 3 Non-literal language
LP 4 Discourse comprehension
LP 5 Enhanced comprehension monitoring
SCIP Intervention Planning and Record Form
Biography
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 thirty 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.
"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
