Social Communication Intervention Programme Manual

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.

"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

• List of figures, tables and boxesIntroductionChapter 1 The Social Communication Intervention Programme (SCIP): Introduction and statement of purposeChapter 2 Overall structure and procedures for SCIPChapter 3 Children with persistent social communication needsChapter 4 SCIP rationale, model of intervention and evidence baseChapter 5 The perceptions of children, parents, teachers, and practitioners on SCIP Intervention and outcomesChapter 6 Principles of SCIP InterventionChapter 7 SCIP assessment and outcomes proceduresChapter 8 Planning and delivering Phase 1 SCIP InterventionChapter 9 Planning and delivering Phase 2 SCIP InterventionChapter 10 Planning and delivering Phase 3 SCIP InterventionChapter 11 Case study of SCIP Intervention: a worked exampleIndex