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. The Social Communication Intervention Programme Manual provides a rationale and method for providing specialist level language therapy for these children who have significant social communication differences. Evidence for the effectiveness of SCIP is included in The Manual. This book introduces the SCIP model and explores the three main components: social understanding/social inference, pragmatics, and language processing. Guidance is included on how to link assessment with therapy, how to plan and individualise interventions, and how to proceed with the programme. It contains a wealth of real-life case examples to illustrate key points, with step-by-step instructions for carrying out the interventions. Used alongside The Social Communication Intervention Programme Resource, 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 Manual should be purchased alongside The SCIP Resource.

Full Product Details

Author:   Catherine Adams ,  Jacqueline Gaile
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   1.240kg
ISBN:  

9781032461014

ISBN 10:   1032461012
Pages:   206
Publication Date:   29 March 2024
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

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

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"

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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