Social Communication Intervention Programme Manual and Resource

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

• The Social Communication Intervention Programme ManualList of figures, tables and boxesIntroductionChapter 1 The Social Communication Intervention Programme (SCIP): Introduction and statement of purpose Chapter 2 Overall structure and procedures for SCIPChapter 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 InterventionChapter 7 SCIP assessment and outcomes procedures Chapter 8 Planning and delivering Phase 1 SCIP InterventionChapter 9 Planning and delivering Phase 2 SCIP InterventionChapter 10 Planning and delivering Phase 3 SCIP Intervention Chapter 11 Case study of SCIP Intervention: a worked example IndexThe Social Communication Intervention Programme ResourceIntroductionPhase 1 ResourceSCIP Phase 1 Intervention ContentPhase 1 Intervention Content TablePhase 1 Therapy activities Phase 1 to Phase 2 Pointers SCIP Assessment to Intervention Map Phase 2 ResourcePhase 2 Intervention Content TableThe nested structure of Phase 2 Intervention Quick guide: List of Activity targets in SUSI, PRAG and LPSUSI Content Tables and Intervention ActivitiesSocial Understanding and Social Interpretation (SUSI) Content TableSUSI 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 ActivitiesPragmatics (PRAG) Content Table PRAG 1 Turn taking and reciprocityPRAG 2 Conversation and metapragmatic skillsPRAG 3 Understanding information requirementsPRAG 4 Understanding and managing topic in conversation PRAG 5 Understanding and improving discourse styleLP Content Tables and Intervention ActivitiesLanguage Processing (LP) Content TableLP 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