Resource Materials

Below are products listed in our catalog under
"Resource Materials"
Product order numbers are listed in brackets.
We also sell individual components for most resource materials.
Please contact our office for a complete listing of items and prices.
Please note: prices are subject to change without notice,
please contact us for current pricing.

Books
An Introduction to Sensory Integration
The Apple Tree Curriculum for Developing Written Language - Second edition
Attention Deficit Accommodation Plan for Teaching [ADAPT]
Classroom Intervention for the School-Based Therapist: An Integrated Model
Combining Neuro-Developmental Treatment and Sensory Integration Principles
Enhancing Self-Esteem: A Comprehensive Program of Strategies
Explanations for Response Choices: A Guide for the CFSEI-2 
Fine Motor Dysfunction: Therapeutic Strategies in the Classroom
Is It Sensory Or Is It Behavior?
Jordan Dyslexia Assessment/Reading Program - Second Edition Second Edition
Language Activities for Kindergarten and First Grade
Making It Easy: Sensorimotor Activities at Home and School
Motor Development Program for School-Age Children — Second Edition
OT GOALs
Promoting Social Competence
Sensorimotor Processing Activity Plans
Strategies You Can Use to Enhance Your Own Self-Esteem

Activities & Inventories
Adaptive Behavior Inventory (ABI)
AAMR Adaptive Behavior Scales-School (ABS-S:2)
Asperger Syndrome Diagnostic Scale [ASDS]
Auditory-Perceptual Development Remedial Activities [APDRA]
Auditory Reasoning and Processing Remedial Activities [ARPRA]
Behavioral and Emotional Rating Scale (BERS-2)
Behavior Rating Profile (BRP-2)
Evaluating Acquired Skills in Communication-Revised (EASIC-R)
Goal Card Program
Handwriting Development Remedial Activities (HDRA)
Lindamood Phenome Sequencing Program for Reading, Spelling and Speech - Third Edition [LiPS]
Monitoring Basic Skills Progress [MBSP]
Mutual Respect Inventories
Phonological Awareness Skills Program
Play and Say - Second Edition
Progressive Individual Exercises (PIE)
Self-Esteem Poems
Spatial Awareness Skills Program (SASP)
Spatial Orientation and Sequencing Development Remedial Activities [SPSDRA]
Stetson Spelling Program: Second Edition
Visual-Perceptual Upper Level Remedial Activities [VPULRA]
Visual-Motor Development Remedial Activities [VMDRA]
Visual-Motor Upper Level Remedial Activities [VMULRA]

An Introduction to Sensory Integration (10 booklets)
Nan Arkwright

Educate parents, teachers, and caregivers with this clear and concise introduction to sensory integration. Descriptions and diagrams of the reticular formation, vestibular system, proprioceptive system, and tactile system are included. Dyspraxia, visual perception disorder, and central auditory processing are also clearly explained. This booklet identifies signs of various types of sensory integration dysfunction and common therapeutic techniques. Tips are provided to help parents and teachers reinforce therapy at home and in the classroom.

30-page softcover booklets.(A12504) $84.00

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The Apple Tree Curriculum for Developing Written Language - Second edition
Marcia Anderson, Norma Jean Boren, Janis Kilgore, Wyman Howard, and Emmylou Krohn
Illustrated by Susan McLean Deagle
 
The new Apple Tree Curriculum for Developing Written Language is a language system that provides a sequence of basic procedures for the construction and development of Basic English sentence structures. Although this curriculum was designed for the hearing impaired, it is also appropriate for students learning English as a second language and those with specific language impairments. The Apple Tree Program reinforces and builds on material introduced and allows for development of vocabulary and related concepts. Small steps ensure students’ success and continuous learning. The result is improved self-image and the motivation to master more material.

Target Group: Primary/Intermediate grades; students with a reading level of approximately 1.5-3.0

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Adaptive Behavior Inventory (ABI)

Ages: 6 through 18
Testing Time: Under 30 minutes
Administration: Individual

The ABI evaluates the functional daily living skills of school-age children (ages 6-0 to 18-11) and helps identify students believed to be mentally retarded or emotionally disturbed. Both the ABI and the ABI-Short Form are completed by the classroom teacher or other professional staff, and both yield Adaptive Behavior Quotients, standard scores, and percentile ranks.

The tests were standardized on 1,296 nondisabled students and 1,076 students with mental retardation in 21 states. The demographic characteristics of the normal intelligence standardization group approximate the eight major characteristics reported in the U.S. census.

In addition, the mentally retarded sample is representative across several variables unique to the retarded population in this country. Internal consistency and test-retest reliability are in the .80s and .90s at most ages. Evidence of concurrent and construct validity also is provided.

Complete ABI Kit Includes: 25 Profile and Response Sheets, 25 Short Form Response Sheets, and Examiner’s Manual, all in a sturdy storage box - 1986. (B140) $184.00

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AAMR Adaptive Behavior Scales-School (ABS-S:2)

Ages: 3-0 through 18-11
Testing Time: 15-30 minutes
Administration: Individual

Since its initial publication, investigators have shown the usefulness of the Adaptive Behavior Scales-School: Second Edition for assessing the current functioning of children being evaluated for evidence of mental retardation and for evaluating adaptive behavior characteristics of children with autism and differentiating children with behavior disorders who require special education assistance from those with behavior problems who can be educated in regular class programs.

The 1993 revision, the ABS-S:2, builds upon the authors’ evidence for the scale’s reliability and validity and capitalizes on the scientific evidence available. The current scale is divided into two parts. Part One focuses on personal independence and is designed to evaluate coping skills considered important to independence and responsibility in daily living. The skills within Part One are grouped into nine behavior domains: Independent Functioning, Physical Development, Economic Activity, Language Development, Numbers and Time, Prevocational/Vocational Activity, Self-Direction, Responsibility, and Socialization.

Part Two contains content related to social maladaptation. The behaviors assessed were identified through a survey of the social expectations placed upon persons with mental retardation in public and special schools, public and private residential institutions, and the full range of local rehabilitative and recreational services. The descriptions of those expectations were obtained from an analysis of a large number of “critical incident” reports provided by personnel in residential, community, and school settings. The behaviors in Part Two are assigned to seven domains, which are measures of those adaptive behaviors that relate to the manifestation of personality and behavior disorders: Social Behavior, Conformity, Trustworthiness, Stereotyped and Hyperactive Behavior, Self-Abusive Behavior, Social Engagement, and Disturbing Interpersonal Behavior.

Numerous factor analyses have been conducted on the Adaptive Behavior Scales domains since the scale was first published. These studies consistently identify five factors: Personal Self-Sufficiency, Community Self-Sufficiency, Personal-Social Responsibility, Social Adjustment, and Personal Adjustment.

Domain raw scores are converted to standard scores (M = 10, SD = 3) and percentiles. Factor raw scores are used to generate quotients (M = 100, SD = 15) and percentiles. The scale’s normative sample consists of more than 2,000 persons from 31 states with developmental disabilities attending public schools and more than 1,000 students who have no disabilities. The test has been examined extensively with respect to reliability and validity. Internal consistency reliabilities and stability for all scores exceed .8.

Complete ABS-S:2 Kit Includes: Examiner’s Manual, 25 Examination Booklets, and 25 Profile/Summary Forms, all in a sturdy storage box - 1993. (B6180) $300.00

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Asperger Syndrome Diagnostic Scale [ASDS]

Ages: 5 through 18
Testing Time: 10 to 15 minutes
Administration: Individual

The Asperger Syndrome Diagnostic Scale (ASDS) is a quick, easy-to-use rating scale that can help you determine whether a child has Asperger Syndrome. Anyone who knows the child or youth well can complete this scale. Parents, teachers, siblings, paraeducators, speech language pathologists, psychologists, psychiatrists, and other professionals can answer the 50 yes/no items in 10 to 15 minutes.

Designed to identify Asperger Syndrome in children ages 5 through 18, this instrument provides an AS Quotient that reveals the likelihood that an individual has Asperger Syndrome. The 50 items that constitute the ASDS were drawn from five specific areas of behavior: cognitive, maladaptive, language, social, and sensorimotor.

Diagnosis of Asperger Syndrome is difficult because the characteristics of the disorder often resemble those of autism, behavior disorders, attention-deficit/hyperactivity disorder, and learning disabilities. The ASDS serves an important function by quickly allowing you to determine whether a child or adolescent is likely to have Asperger Syndrome.

The first test of its kind, the ASDS was normed on 115 persons with Asperger Syndrome, autism, learning disabilities, behavior disorders, and attention-deficit/hyperactivity disorder from across the United States. The sample ranged in age from 5 to 18. The ASDS meets reliability and validity criteria established by the professional assessment community.

Therefore, by comparing an individual¹s score with the normative sample, an examiner can establish the probability that the individual has Asperger Syndrome. Low AS Quotients are indicative of persons with little or no known pathology, whereas higher scores are increasingly more indicative of Asperger Syndrome.

All items included in the ASDS represent behaviors that are symptomatic of Asperger Syndrome, and all are summed to produce the total score. The scores from the five subtests present the examiner with information of clinical interest regarding an individual's performance in comparison to that of others with Asperger Syndrome. The total score has strong diagnostic value in identifying individuals with Asperger Syndrome and is the only score to be used when determining the likelihood of Asperger Syndrome. This contributes greatly to ease of administration and cuts down on otherwise time-consuming testing procedures.

The ASDS can be used with confidence to (a) identify persons who have Asperger Syndrome, (b) document behavioral progress as a consequence of special intervention programs, (c) target goals for change and intervention on the student's Individualized Education Program (IEP), and (d) measure Asperger Syndrome for research purposes. Because the ASDS is based on observations, the test results are valid only when the rater knows the examinee well; that is, the examiner has had regular, sustained contact with the examinee for at least 2 weeks.

Raw scores are converted to percentile and standard scores. These scores are the most important information associated with an individual's ASDS performance, and analysis of them, augmented by additional test information, direct information of behavior, and knowledge acquired from other sources, will result in proper diagnosis of Asperger Syndrome.

COMPLETE ASDS KIT INCLUDES: Examiner's Manual and 50 Summary/Response Forms, all in a sturdy storage box - 2000. (B9350) $200.00

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Attention Deficit Accommodation Plan for Teaching [ADAPT]
Harvey C. Parker, Ph.D.

Attention Deficit Accommodation Plan for Teaching is an extension of the ideas in The ADD Hyperactivity Handbook for Schools. Teachers can easily identify ways to adjust their teaching style to fit elementary and middle school student’s style of learning and performance. The ADAPT program includes: a) The ADAPT Accommodation Planbook for Teachers - guides the teacher in evaluating a student’s areas of difficulty leading to the design and implementation of classroom accommodations, b)The ADAPT Student Planbook - helps students plan their assignments and keep track of their daily performance. It contains reproducible worksheets to be used with the accommodation plan designed by the teacher. Each ADAPT Student Planbook can be used for 4-6 weeks.

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Auditory-Perceptual Development Remedial Activities [APDRA]
Karen Gardner Codding, Morrison F. Gardner

These remedial activities are intended to assist remedial specialists, speech therapists, language specialists, teachers, resource specialists and other specialists when treating children (ages 4 through 18 years) who perform below level on any one or more areas of the Test of Auditory-Perceptual Skills.

The following six areas of remediation can be applied to the same six functions of the Test of Auditory-Perceptual Skills: Auditory Discrimination, Auditory Sequential Memory, Auditory Word Memory, Auditory Sentence Memory, Auditory Interpretation of Directions, and Auditory Processing.

Since the Auditory-Perceptual Development Remedial Activities are not tests, therapists can only compare a child’s progress as a result of applied remediation for any one or a number of the above area(s) by test and retesting with the Test of Auditory-Perceptual Skills.

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Auditory Reasoning and Processing Remedial Activities [ARPRA]
Morrison F. Gardner, Karen Gardner Codding

These remedial activities are intended to assist remedial specialists, speech therapists, language specialists, teachers, resource specialists and other specialists when treating children (ages 5 through 14 years) who perform below level on any one or more areas of the Test of Auditory Reasoning and Processing Skills (see tests).

The following eight areas of remediation can be applied to the same eight functions of the Test of Auditory Reasoning and Processing Skills [TARPS]: General Information, Arithmetic Reasoning, Verbal Absurdities, Finding Reasons, Analogical Completions, Comprehension, Directional Orientation, and Similarities.

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Behavioral and Emotional Rating Scale (BERS-2)

Ages: 5-0 through 18-11
Testing Time: 10 minutes
Administration: Individual

Designed for use in schools, mental health clinics, juvenile justice settings, and child welfare agencies, the Behavioral and Emotional Rating Scale, Second Edition (BERS-2) helps to measure the personal strengths and competencies of children ages 5-0 through 18-11. The BERS-2 is a multi-modal assessment system that measures the child's behavior from three perspectives: the child (Youth Rating Scale), parent (Parent Rating Scale), and teacher or other professional (Teacher Rating Scale). The BERS-2 measures several aspects of a child's strength: interpersonal strength, involvement with family, intrapersonal strength, school functioning, affective strength, and career strength. The scale can be completed in approximately 10 minutes. Information from the BERS-2 is useful in evaluating children for prereferral services, in placing children for specialized services, and in measuring the outcomes of services. The BERS-2 can identify children's individual behavior and emotional strengths and the areas in which individual strengths need to be developed. The BERS-2 has been widely adopted by local, state, and federal agencies to evaluate the outcomes of services. The BERS-2 has been used in several national studies of children with and without disabilities.

All of the BERS-2 scales were normed on representative samples of children without disabilities and the BERS-2 Teacher Rating Scale was normed on children with emotional and behavioral disorders. Demographics of the standardization samples are reported in the manual by age, gender, geographic location, race, ethnicity, and socioeconomic status. Separate norms are available on the teacher rating scale for children diagnosed with emotional and behavioral disorders.

The internal consistency reliability of the BERS-2 subtests was established with children without disabilities and with children who were emotionally disturbed. Coefficients exceeded .80 for each subtest and .95 for the overall score. Over 15 studies have confirmed the BERS's content, construct, and criterion-related validity.

COMPLETE BERS-2 KIT INCLUDES: Examiner's Manual, 25 Teacher Rating Scales, 25 Parent Rating Scales, 25 Youth Rating Scales, and 50 Summary Forms, all in a sturdy storage box. (B11540) $300.00

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Behavior Rating Profile (BRP-2)

Ages: 6-6 through 18-6
Testing Time: 20 minutes
Administration: Individual

The BRP-2 is a unique battery of six norm-referenced instruments that provides different evaluations of a student’s behavior at home, at school, and in interpersonal relationships from the varied perspectives of parents, teachers, peers, and the target students themselves.

The responses allow examiners to test different diagnostic hypotheses when confronted with reports of problem behavior. The BRP2 can identify students whose behavior is perceived to be deviant, the settings in which behavior problems are prominent, and the persons whose perceptions of a student's behavior are different from those of other respondents.

The BRP-2 is appropriate for students in Grades 1 through 12. The BRP2 components were all normed individually on large, representative populations. The Student Rating Scales normative group included 2,682 students residing in 26 states. The Parent Rating Scales were completed by 1,948 parents in 19 different states, and the Teacher Rating Scales were normed on a group of 1,452 teachers from 26 states. The internal consistency reliability of the BRP-2 components was established with normal subjects and with groups of students who were learning disabled and emo-tionally disturbed. Coefficients generally exceed .80 at all ages. Stability reliability coefficients are also reported. Extensive evidence of validity is reported in the manual. Correlations between the BRP2 components and other measures of behavior are reported.

Complete BRP-2 Kit Includes: Examiner’s Manual, 50 Student Rating Scale Booklets, 50 Parent Rating Scale Booklets, 50 Teacher Rating Scale Booklets, and 50 Profile Sheets, all in a sturdy storage box - 1990. (B910) $350.00

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Classroom Intervention for the School-Based Therapist: An Integrated Model
Kathy Bryte

This concise manual includes everything you need to start an integrated therapy program in school-based practice. Includes handy reproducible administrative forms and checklists. Also includes strategies for adapting the classroom environment. Use the many multisensory learning activities and intervention strategies to assist students with developmental delays, attention deficits, traumatic brain injury, and more.

128 pages, spiralbound.

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Combining Neuro-Developmental Treatment and Sensory Integration Principles
Erna Imperatore Blanche, Tina M. Botticelli, Mary K. Hallway

This practical clinical reference will help you treat children from birth to 12 years old using both NDT and SI techniques. You'll discover assessment guidelines to help determine when a combined approach is most useful. You'll have reproducible checklists for evaluating your clients' sensory and movement disorders. Inside you'll find informative case studies and chapters describing how to use the combined approach to treat children with sensory processing dysfunction, autism, cerebral palsy, fragile X syndrome, and Down syndrome. Included are 29 activities to save you preparation time and motivate your clients.

175 pages, spiral-bound.(A12510) $120.00

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Enhancing Self-Esteem: A Comprehensive Program of Strategies, Video
James Battle, Ph.D.

Dr. Battle's comprehensive, multifaceted program includes the following eight components: Pre-assessment, Background Information, Correlates of Self-Esteem. Strategies that Enhance Self-Esteem, Activities that Enhance Self-Esteem, Problem Resolution Strategies, Programs that Enhance Self-Esteem and Monitoring of Results...A practical program for all who are concerned with promoting self-esteem in self and others.

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Explanations for Response Choice: A Guide for the Culture-Free Self-Esteem Inventories, Second Edition
James Battle, Ph.D.

In this guide, Dr. Battle offers practical explanations for examinees response choices to each item of the Culture-Free Self-Esteem Inventories for Children and Adults, Forms A, B, and AD. The explanations for response choices incorporated in the guide are derived from clinical observations and interpretations of examinees’ remarks regarding the reasons for their choices. These explanations for response choices provide clinicians and researchers the opportunity for inquiry and discussion which may be beneficial while working with students, patients and clients. Counsellors, teachers, psychologists, psychiatrists, social workers, remedial specialists, mental health workers, youth workers and others who provide services to students, patients and clients should find the insights incorporated in this guide beneficial while working with examinees.

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Fine Motor Dysfunction: Therapeutic Strategies in the Classroom
Kristin Johnson Levine


This best-selling book assists therapists, special educators, teachers, and parents in managing fine motor dysfunction in the classroom. Reproducible handouts are organized into 15 areas of dysfunction that commonly result in referral to a school-based occupational therapist. Each component area includes a brief discussion of the dysfunctional component, activities to improve performance, and strategies for bypassing the weak area. This comprehensive reference facilitates targeted treatment of specific areas of dysfunction.

593 loose-leaf pages in a 3-ring binder. (A12521) $166.00

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Evaluating Acquired Skills in Communication-Revised (EASIC-R)

Ages: 3 months through 6 years
Testing Time: 15 to 30 minutes
Administration: Individual

Evaluating Acquired Skills in Communication (EASIC) is an inventory that was developed to measure spoken language (receptive and expressive) of children with autism aged 3 months to 6 years. It was field-tested on 200 individuals with autism over a 6 year period. Although the materials were developed for persons with autism, the EASIC has also been used successfully with all kinds of people who have developmental language delays.

The EASIC assesses semantics, syntax, morphology, and pragmatics communication skills at five levels:

· Pre-Language—before meaningful speech
· Receptive I—understanding simple noun labels, action verbs, and basic concepts
· Expressive I —emerging modes of communication
· Receptive II—understanding more complex language functions
· Expressive II—using a more complex level of communication

Once the assessment is completed, the EASIC's results can be displayed on the Skills Profile. This form provides space for displaying the results from up to five assessments, taken over time, and provides a means for showing the changes that have occurred from one testing to the next. In addition, the results can be portrayed on the Developmental Age Chart, where communication skills are arranged in easy to difficult order along with age ranges at which children normally acquire each described skill. Finally, 142 Goals and Objectives cards are provided. These cards are directly tied to the skills described in the inventory and can be used in the development of intervention plans.

TARGET GROUP: 3 months-8 years

Complete EASIC-R Kit Includes: Manual, 312-page stimulus picture test book, 53 supplementary picture cards, 142 goal-and-objective file cards, 5 copies of each test booklet, 5 copies of each skill profile, storage box. (B9710) $306.00

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Goal Card Program
Harvey C. Parker, Ph.D.

The Goal Card Program is a school-home contingency program designed to improve specific behaviors at school with parent applied rewards and consequences. The cards have proven successful with thousands of children in a clinical setting when used consistently by parents and teachers. Based on the concept that impulsive children require structure and positive reinforcement to maintain appropriate school behavior, the Goal Card Program offers a motivating opportunity for students to improve in school. Behaviors targeted for change are: Paid attention in class, Completed work in class, Completed homework, Was well behaved, Desk and notebook neat.

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Handwriting Development Remedial Activities (HDRA)
Karen Gardner Codding, Morrison F. Gardner

Ages 5 years to 11 years

These remedial activities were developed primarily to improve a child’s legibility of writing letters, words, sentences, and numbers; they were also developed to aid therapists (occupational therapists, resource specialists, classroom teachers, psychologists, language specialists, and other professionals) in treating these children who have problems in handwriting. These remedial activities may remediate a child’s low performance on any one of the two subtests of the Test of Handwriting Skills. These remedial activities are divided into manuscript and cursive, upper case and lower case letters. These remedial activities also include activities for remediating a child’s problem in motorically writing numbers. In developing these remedial activities a great deal of thought and consideration was given to the range of activities needed to improve a child’s handwriting. These remedial activities are not difficult to administer since the directions are simple and easily understood. The remedial activities can be administered to an individual child or to a group of children or to an entire class. These remedial activities can be used on a daily basis as part of the class curriculum.

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Is It Sensory Or Is It Behavior? - Complete Kit
Betty A. Paris, Carolyn Murray-Slutsky

Sensory and behavior issues are often complex, intermingled, and pertinent to most clinicians who work with children. This book provides information and strategies for distinguishing between sensory-based and non-sensory-based behaviors, as well as intervention techniques. Topics addressed include causes of behavior, sensory integrative dysfunction, environmental factors that impact behavior, managing challenging behaviors, and implementing sensory diets. The case studies and worksheets included offer practical suggestions when working with children. This book will help analyze behavior in children to determine if sensory issues exist or if it is a behavior related problem as well as identify what factors are the root cause of the problem. Laminated cards include intervention strategies for challenging behaviors.

Manual with Laminated Cards.(A12528) $84.00

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Jordan Dyslexia Assessment/Reading Program - Second Edition Second Edition

The Jordan Dyslexia Assessment/Reading Program brings together current knowledge from the “decade of the brain” about how the brain learns and remembers. This program begins by identifying layers of overlapping problems that interfere with learning to read. The Jordan Dyslexia Assessment/Reading Program reviews the critical role that emotions and feelings play in learning or failing to learn. New information about how permanent memory develops and why certain individuals fail to remember also is included.

Before they start teaching reading skills, instructors discover how each student learns, or fails to learn, by using 11 screening tests that identify specific reasons why individuals struggle with reading skills:

With this information, both students and instructors understand why previous encounters with literacy skills were ineffective. Understanding why learning has been difficult replaces old dread and fear of learning with hope. Knowing how to learn to read makes it possible to approach reading safely without fear of failure.

The Jordan Dyslexia Assessment/Reading Program guides students step by step through carefully structured lessons that integrate four learning modalities: sight, speech, hearing, touch. Each of the 75 lessons includes structured review of previous skills, introduction of a new literacy skill, and folllow-up practice to build permanent memory of that skill. In each lesson, the student is taught word analysis through seeing the word, saying it, hearing it, and writing or typing it. This procedure allows dyslexic individuals to compensate for problems that normally block reading and spelling skills.

TARGET GROUP: Students of any age who show signs of dyslexia.

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Language Activities for Kindergarten and First Grade
George S. Haspiel

Exciting game-oriented lessons help kindergarteners and first graders develop auditory processing skills and build language concepts. The progressively more difficult lessons place systematic emphasis on developing skills in the auditory areas of attention, retention, sequencing, synthesis, and resistance to auditory distraction. Word familiarity, content novelty, sentence length, and syntactic complexity are carefully controlled in the 20 units, each divided into three 15-minute segments. May be used in classrooms or small groups.

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The Lindamood Phoneme Sequencing Program for Reading, Spelling & Speech - Third Edition [LiPS]
Patricia Lindamood & Phyllis Lindamood

This newly revised program successfully develops phoneme awareness - the ability to identify individual sounds and their order within words - for competence in reading, spelling, and speech. The program provides manipulatives, step-by-step proven procedures that promote self-correction, and scripted examples of the Socratic questioning process, which helps students 'discover' phonemic concepts.

The LiPS program enables self-correction in spoken and written language. It begins at the oral level with problem-solving activities and extends to multisyllabic and contextual levels of reading and spelling. Focusing on the conscious processing of sensory information that enables metacognitive phonemic awareness, the LiPS program meets the needs of the significant proportion of children and adults who do not develop phonemic awareness through traditional instruction.

Application of the LiPS program in grades K - 3 significantly reduces grade retention and the need for referral for other services such as speech therapy, special education, and remedial reading. Individuals with organic conditions such as cerebral palsy, cleft palate, hearing impairment, developmental delay and traumatic brain injury have been found to make further development in spoken and written language performance when phonemic awareness is stimulated through these sensory-cognitive procedures.

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Making It Easy: Sensorimotor Activities at Home and School
Mary Haldy, Laurel Haack

Parents, teachers, and therapists can easily incorporate these activities into the daily routines of preschoolers and young children. You'll find them a valuable resource for keeping your clients motivated and increasing their attention in the classroom. Includes strategies for adapting the home and school environments and modifying everyday school-time and at-home activities for sensorimotor learning. Also supplies helpful reproducible assessment forms and motivational charts for therapists and teachers.

174 pages, spiral-bound.(A12534) $89.00

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Monitoring Basic Skills Progress [MBSP]

The Monitoring Basic Skills Progress (MBSP) is a computer program for automatically conducting curriculum-based measurement and for monitoring student progress in reading, math computation, and math concepts and applications. The computer will provide students with immediate feedback on their progress, and provide teachers with individual and classwide reports to help them plan more effective instruction.

With Basic Reading, Basic Math Computation, and Basic Math Concepts and Applications, students complete tests at the computer. The computer automatically administers and scores these tests and provides students with immediate feedback. These programs save students' scores and prepare graphs displaying the students' progress over time. In addition, these programs automatically analyze the graphed performance and provide teachers with teaching decisions. Also, the reading program automatically produces classwide reports with instructional recommendations; the math program provides teachers with diagnostic skills analysis to complement student graphs.

The reading and math programs run with user ease and flexibility on any Macintosh computer. Each program comes with one reproducible disk for student measurement, student feedback, and teacher analysis, along with a manual containing a case study and complete operating instructions. Purchase of each program includes a site license for use on an unlimited number of computers (which may be networked) within one school building.

Complete MBSP Kit Includes: One each of basic Reading (1997) and Basic Math Computation (1998). B0840-$520.00
Individual Components:

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Motor Development Program for School-Age Children — Second Edition
Jeanne Shanks Sellers

This ten-week curriculum of sequential motor activities will help you increase the confidence and improve the motor skills of children who are clumsy or developmentally delayed. The children rotate through eight activity stations that focus on the following areas of motor development; perceptual motor, locomotor, fine motor and visual motor, physical fitness, rhythm, balance, manipulation, and body awareness and stunts. For each station, activities are suggested at three levels of difficulty. Instructions are included for constructing all homemade equipment.

208 pages, spiral-bound.(A12536) $116.00

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Mutual Respect Inventories
James Battle, Ph.D.

The Mutual Respect Inventories are self-report scales with a continuum ranging from always to never that have demonstrated effectiveness in measuring examinees' perceptions regarding the amount of respect they feel they provide others while interacting with them. The scales were developed over a five year period while working with students and clients. The Mutual Respect Inventories were developed for use by teachers, counselors, therapists, social workers and youth workers specializing in a wide variety of areas. They are also useful to researchers who can employ them with ease in their efforts to determine the effectiveness of independent variables tested in empirical studies. There are nine (9) forms of the inventories and children and adults with grade three level and above reading skills can follow the directions on the test forms independently and respond "appropriately" to the items.

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OT GOALs
Partners in GOALs

Quickly and systematically complete required paperwork for your preschool to high school caseload. This manual helps you to incorporate measurable therapy goals and objectives into your treatment plans and IEPs. Select from 11 long-term goals, 55 general objective areas, and 648 specific objective tasks that measure client success. Twenty lists of qualifiers provide endless combinations of tasks and challenges.

185 pages, spiral-bound.(A12540) $110.00

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Phonological Awareness Skills Program
(Formerly the Green Readiness Book)

The Phonological Awareness Skills Program (PASP) assesses and teaches the fundamental analysis and organization abilities that enable children to make sense out of reading and spelling. PASP is an updated and expanded version of the auditory skills component (Green Book) of PREP (which focused on analysis skills; PASP addresses analysis and organization skills). PASP is intended for use by speech pathologists, remedial reading specialists, and teachers who work with pre-kindergarten through elementary school-aged children with LD, ADD, or dyslexia, individually or in groups.

PASP consists of two components: the Test, which enables you to identify and determine the performance (instructional) level of those children who lack adequate phonological awareness skills; and the Curriculum, which provides methods for training those skills. The Curriculum is divided into two major sections: activities to improve phonological analysis and organization skills and activities to teach the words (verbal organizers) that support this process. Many of the activities are accompanied by worksheets that may be given to parents for supplemental use at home.

TARGET GROUP: School-age children with LD, ADD, or dyslexia

COMPLETE PROGRAM INCLUDES: Curriculum Manual, Instrument Manual, Instrument Record Forms (25), all in a sturdy storage box. (B8870) $174.00

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Play and Say - Second Edition
Robert C. Warkomski

Play and Say consists of 16 decks of bright, full-color playing cards, each of which carries a frequently misarticulated speech sound. Play and Say is for use by speech-language clinicians, teachers of the hearing impaired, classroom teachers and parents. The card decks and activities assist in developing awareness and correct production of speech and language in daily activities in many different settings. Play and Say features: bright, full-color illustrations of familiar objects; 16 decks of cards, each containing 12 matched pairs (24 cards) of a frequently misarticulated speech sound; color cues on words for the speech sound being presented; sounds in each deck are shown in the initial, medial and final position; easy to understand instructions for games and activities. For use with individuals preschool through adult.

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Progressive Individual Exercises (PIE)
Joelle Schneider, Joan Cecil Passanisi

Help clients regain strength through Progressive Individualized Exercise. This complete collection of reproducible exercise sheets, divided by major body area, can be used with adolescent and adult clients with orthopedic and neurological involvement who need to regain strength and range of motion. The illustrations show 433 exercises in passive, active assistive, active resistive, isometric, and stretching stages. Categories include facial, upper extremities, lower extremities, neck, and trunk (including breathing).

COMPLETE PROGRAM INCLUDES: 440 reproducible pages in a 3-ring binder with tabbed dividers. (A12556) $85.00

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Promoting Social Competence
G. Gordon Williamson • Wilma J. Dorman

Enhance social competence in children between the ages of 3 and 12 years. This resource emphasizes peer interaction with age appropriate activities. Learn methods of effecting change in social and play behavior, self-regulation, communication, prosocial skills, and social decision-making. This book also addresses the assessment of the major components of social competence and describes approaches to setting individual and group intervention goals.

181 pages, softcover.

 

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Self-Esteem Poems
James Battle, Ph.D.

Dr. Battle offers authentic, self-esteem poems that can be easily matted and framed with or without pictures.

1) The Self-Esteem poem, 8½" x 11" (order number A041-A) 
2) Children: Important Resources, 8½" x 11" (order number A041-B)
3) Children: You and Me, 8½" x 11" (order number A041-C) 
4) My Mom and Dad, 8½" x 11" (order number A041-D) 
5) Then I Reflected and Thanked My God, 8½" x 11" (order number A041-E) 
6) My Favorite Teacher, 8½" x 11" (order number A041-F) 
7) Show Them, 8½" x 11" (order number A041-G)

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Spatial Awareness Skills Program (SASP)
(Formerly the Blue Readiness Book)

The Spatial Awareness Skills Program (SASP) assesses and teaches the fundamental analysis and organization abilities that enable children to make sense out of arithmetic and, more generally, to address written work and multistep listening and reading comprehension tasks in an efficient, step-by-step fashion. SASP is an updated, expanded version of the visual skills component (Blue Book) of PREP. PREP focused on analysis skills; SASP focuses on analysis and organization skills. SASP is intended for use by occupational therapists, developmental optometrists, and teachers who work with pre-kindergarten through elementary-school-age LD, ADD, or dyslexic children, individually or in groups. SASP consists of two components: the Test, which enables you to identify and determine the performance (instructional) level of those children who lack adequate spatial awareness skills; and the Curriculum, which provides methods for training those skills. The Curriculum is divided into two major sections: activities to improve spatial analysis and organizational skills, and activities to teach the words (verbal organizers) that support this process. Many of the activities are accompanied by worksheets that may be given to parents for supplemental use at home.

TARGET GROUP: Pre-Kindergarten through elementary children who have LD, ADD, or dyslexia

COMPLETE PROGRAM INCLUDES: Curriculum Manual, Instrument Manual, Instrument Student Response Booklets (25), all in a sturdy storage box. (A8865) $218.00

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Sensorimotor Processing Activity Plans
Constance H. Sheda • Patricia R. Ralston

With more than 150 activities to choose from, this manual offers occupational or physical therapists new ways to help school-aged children with sensory processing or sensorimotor difficulties. Activities are organized by systems, themes, and developmental approaches and are adaptable for groups or individuals. The systems approach is used to provide children with tasks in selected sensorimotor areas. The themes approach organizes activities by the seasons. The developmental approach offers activities in seven basic positions.

224 pages, spiral-bound.(A12562) $84.00

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Spatial Orientation and Sequencing Development Remedial Activities [SOSDRA]
Morrison F. Gardner

These remedial activities were developed for the purpose of remediating children (ages 5 through 8 years) who perform poorly on any one or a number of subtests of the Test of Pictures/Forms/Letters/Numbers Spatial Orientation and Sequencing Skills (see tests). The test is comprised of several subtests for which there are seven remedial activities.

Activities include: Spatial Relationships (pictures), Spatial Relationships (forms), Reversed Letters and Number of Two Letters and Numbers, Reversed Letter(s) in Words, Reversed Letters from Non-Reversed Letters, Reversed Numbers from Non-Reversed Numbers, and Letter Sequencing.

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Stetson Spelling Program: Second Edition
Elton Stetson

In this effective program, the 3,000 words most frequently used in writing are taught in the order that they are most often used. The words are divided into 15 levels, each further divided into lessons of 10 to 16 words. Each level has a pretest and posttest, and review lessons are included.

The program uses only strategies proven most effective: pretesting, immediate feedback and self-correction, visual imagery of the whole word, as well as spelling clusters, mnemonics, and visual memory. Research comparing the program with traditional spelling textbook programs showed an average increase of 91% on weekly test scores, 42% on tests of long-term memory, and 56% on standardized tests of written spelling.

The Instructor's Manual gives complete instructions on use of the program. All word lists and student support materials are on blackline masters and use primary-size letters. Teachers can make transparencies or duplicate for handouts. Support materials include Pretest and Posttest Forms, Personal Spelling Dictionary, Spelling Certificate, and Individual Growth Chart.

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Strategies You Can Use to Enhance Your Own Self-Esteem - Audio Tape
James Battle, Ph.D.

In this tape, Dr. Battle describes how self-esteem affects the behavior and development of individuals at all stages of development and offers strategies that one can use to build his or her own self-esteem. 

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Visual-Motor Development Remedial Activities [VMDRA]
Karen Gardner Codding, Morrison F. Gardner

The Visual-Motor Development Remedial Activities were designed to remediate various areas of visual-motor dysfunctioning (neuro-sensory integration disorders). These remedial activities are comprised of various remedial methods which are helpful in improving: angulation skills, curve/sinusoidal skills, line skills, geometric forms (non-language symbols), and written language skills. It is felt that a child’s specific area(s) of low or poor visual-motor functioning, as determined by the Test of Visual-Motor Skills, will usually fall into one or more of the above five areas.

Each of the five packages of remedial activities contains an adequate number of worksheets so that therapists do not have to reproduce by any means any one of these forms. The VMDRA were developed to be used by optometrists, occupational therapists, remedial specialists, resource specialists, learning specialists, teachers, and visual-motor therapists with clients aged 3 through 12 years.

In order to determine a child’s visual-motor function or skills, examiners need to administer a visual-motor test and for this type of testing. The Test of Visual-Motor Skills was developed for this purpose - described in this catalogue.