Remedial Activities

Auditory Reasoning and Processing Remedial Activities [ARPRA]
Handwriting Development Remedial Activities [HDRA]
Spatial Orientation & Sequencing Development Remedial Activities [SOSDRA]
Visual-Motor Development Remedial Activities [VMDRA]
Visual-Motor Upper Level Remedial Activities [VMULRA]
Visual-Perceptual Remedial Activities [VPRA]
Visual-Perceptual Upper Level Remedial Activities [VPULRA]
Articulation Stories
Articulation Tales: Stories for Articulation Remediation
The Boone Voice Program For Children - Second Edition
Jordan Dyslexia Assessment/Reading Program [Jordan Assessment]
Lindamood Phoneme Sequencing - Program for Reading, Spelling, and Speech [LIPS]
Peabody Articulation Decks [PAD]
Phonological Awareness Training for Reading [PATR]
Picture File
Question Cognition [QC]
Vocabulary As You Need It

Auditory Reasoning and Processing Remedial Activities [ARPRA]

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 who perform below level on any one or more areas of the Test of Auditory Reasoning and Processing Skills.
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.
Since the Auditory Reasoning and Processing Remedial Activities (ARPRA) 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 Reasoning and Processing Skills.
These Remedial Activities can be used to treat children from ages 5 years to 14 years.

Handwriting Development Remedial Activities [HDRA]

Morrison F. Gardner

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.
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. Each set of remedial activities is arranged in ascending order of difficulty; for example,
● Preparation for handwriting letters and words and numbers (connecting dots to complete various geometric forms and copying various non-language symbols for the purpose of developing fine neurosensory integration skills)
● Connecting dots to form completed letters and numbers
● Drawing lines between two parallel lines of letters and numbers (upper-case and lower-case manuscript only)
● Copying letters and numbers from a single stimulus
● Connecting dots to form letters making words (excluding uppercase cursive)
● Copying words (excluding upper-case cursive)
● Connecting dots to form letters of words and sentences (excluding upper-case manuscript and upper-case cursive)
● Copying sentences (excluding upper-case manuscript and uppercase cursive)
These remedial activities are easy to administer to an individual child or to a group of children or to an entire class of children ages five years to eleven years.
These remedial activities can be used on a daily basis as part of the class curriculum.

Spatial Orientation & Sequencing Development Remedial Activities [SOSDRA]

Morrison F. Gardner

These remedial activities were developed for the purpose of remediating children who perform poorly on any one or a number of subtests of the Test of Pictures/Forms/Letters/Numbers Spatial Onentation and Sequencing Skills. The test is comprised of seven subtests for which there are seven remedial activities. Each of the following remedial activities contains an adequate number of worksheets that can be easily administered to children 5 years to 8 years: Spatial Relationships (Pictures), Spatial Relationships (Forms), Reversed Letter 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. These remedial activities were developed to be used by teachers, optometrists, psychologists, learning specialists, occupational therapists, reading specialists, and other professionals.

Visual-Motor Development Remedial Activities [VMDRA]

Morrison F. Gardner

The Visual-Motor Development Remedial Activities (VMDRA) were designed to remediate various areas of visual-motor dysfunctioning (neuro-sensory integration disorders). These Remedial Activities are comprised of various remedial methods helpful in: improving angulation skills, improving curves/sinusoidal skills, improving line skills, improving geometric forms (non-language symbols), and improving written language skills.
In order to determine a child's visual-motor functions or skills, examiners need to administer a visual-motor test and for this type of testing the Test of Visual-Motor Skills - Revised should be used.
From experience and training, therapists, as professionals and specialists, will be able to determine the specific remedial methods that will improve a child's visual-motor skills. The goal or purpose of this type of visual-motor remediation is to improve a child's visual-motor skills so that there will be improvement in the legibility of the child's writing (printing or handwriting) along with increased psychomotor speed.
The Visual-Motor Development Remedial Activities were developed to be used by optometrists, occupational therapists, remedial specialists, resource specialists, learning specialists, teachers, and visual-motor therapists. They can be administered to children ages 3 to 14 years.

Visual-Motor Upper Level Remedial Activities [VMULRA]

Morrison F. Gardner

The Visual-Motor Upper Level Remedial Activities (VMULRA) are designed to remediate various areas of visual-motor dysfunctioning appropriate for use with subjects ages 12 years to 40 years and older. Remediation of motor difficulties may be necessary as a result of a subject's poor performance on the Test of Visual-Motor Skills (Upper Level). These difficulties may be due to a neuro-sensory integration disorder of one kind or another or may be due to a delay in visual-motor functioning or may be due to some type of brain damage such as a stroke.
While the remedial activities can be useful for use by occupational therapists, rehabilitation therapists, physical therapists, learning and resource specialists, and teachers, they can also be used by optometrists, counselors, psychologists, and other professionals.
Each package of remedial activities contains an adequate number of worksheets.

Visual-Perceptual Remedial Activities [VPRA]

Karen A. Gardner, Morrison F. Gardner

This series of remedial activities was developed to help children learn to comprehend visual matter and to interpret it correctly.
These Visual-Perceptual Remedial Activities for children ages 5 years to 13 years are intended for use by the following professionals: occupational therapists, resource specialists, remedial specialists, teachers, psychologists, optometrists, and visual-perceptual specialists who have determined by testing (for example, the Test of Visual-Perceptual Skills [non-motor] or other comparable tests) that a child has one or more areas of visual-perceptual difficulties.
All remedial activities for each area of visual perception are arranged progressively according to difficulty and complexity. There are seven areas of visual perception for which there are remedial activities. These seven areas are: visual discrimination, visual-sequential memory, visual memory, visual figure-ground, visual-spatial relationships, visual closure, and visual form-constancy.
These remedial activities are not difficult to administer nor to chart a child’s progress. The remedial activities were developed to remediate a child’s weakness in one or more areas of the above seven areas of visual perception. Children find the remedial activities challenging and interesting.
All of the remedial activities are:
   • easy to use
   • bold, black, and sharp lines
   • attractive in appearance
   • non-language (directions can be given by demonstrating and/or pantomime)
   • arranged from easy to difficult
   • cultural-free (all items are geometric forms)
   • effective and comprehensive
   • printed on no-see-through (90# card stock).
In addition to the seven remedial activities, each kit will include twenty-five individual record forms and a Booklet of General Information. The individual record form will aid therapists in keeping a record of a child’s progress. The Booklet of General Information contains the directions, the correct responses to all items of each area, and a glossary of terms.

INTRODUCTORY PRICE

Visual-Perceptual Upper Level Remedial Activities [VPULRA]

Morrison F. Gardner

These remedial activities were designed to remediate subjects ages 12 years to 18 years in these areas of visual perception: Visual Discrimination, Visual Memory, Visual-Spatial Relationships, Visual Form Constancy, Visual Sequential Memory, Visual Figure-Ground, and Visual Closure. The activities were developed to be used by occupational therapists, rehabilitation specialists, remedial specialists, optometrists, psychologists, resource specialists, teachers, and other professionals.
Based on the results obtained on the newly developed Test of Visual-Perceptual Skills Non-Motor (Upper Level) - Revised, remedial specialists can determine areas of visual perception that need to be remediated. These remedial activities are easy to use, attractive in appearance, interesting to subjects, different from test items, effective and comprehensive, adequate in the number of activities per category for visual perception, and screened (tinted) on the back.

Articulation Stories

Joan S. Kissel

Articulation Stories is an efficient and modern set of resource books for preschool to secondary grades. Over 300 pages of language-embedded articulation exercises can be used effectively in group or individual settings. The materials help to develop labials, alveolars, and velars, and contain some or all of the following: developmental exercises, facilitation exercises, minimal pairs, and picture pages depicting target processes and target word lists.

Articulation Tales: Stories for Articulation Remediation

Jo Ann Gordon

Articulation Tales is a resource designed to give students the articulation practice they need in key letter sounds. Each of 31 lessons presents an engaging story containing a range of focused vocabulary. Students have the opportunity to practice articulation of difficult letter sounds when reading or listening to the short passage and accompanying word list, responding to questions, and retelling the story with a page of visual prompts.
In addition to articulation remediation, Articulation Tales allows therapists to target phonemic awareness, auditory processing, comprehension, articulation carryover, and expressive language skills in each lesson. Speech/language therapists will find that Articulation Tales provides a versatile and flexible tool for meeting a wide range of needs.

The Boone Voice Program For Children - Second Edition

Daniel R. Boone

The Second Edition of this cognitive program gives step-by-step guidelines and materials for both the evaluation and the remediation of voice disorders in children. Pictures, written, and spoken stimuli are presented for 12 facilitating approaches to be used in voice therapy: Changing Horizontal Focus, Changing Loudness, Changing Vertical focus, Chewing, Ear Training, Eliminate Hard Glottal Attack, Establish New Pitch, Explanation of Problem (Counseling), Masking, Open Mouth, Pushing, and Yawn-Sigh.

Jordan Dyslexia Assessment/Reading Program [Jordan Assessment]

Dale R. Jordan

Lindamood Phoneme Sequencing - Program for Reading, Spelling, and Speech [LIPS]

Patricia Lindamood, Phyllis Lindamood

The major revision of the popular Auditory Discrimination in Depth program develops phonemic awareness - the ability to identify individual sounds and their order within words - for competence in reading, spelling, and speech.

It is effective across the full age range, from elementary into professional adult.

Peabody Articulation Decks [PAD]

James O. Smith, Deborah D. Smith, in collaboration with Lloyd M. Dunn, Kathryn B. Horton

Ten colorful playing-card-sized (2 1/2" x 3 1/2") Peabody Articulation Decks (PAD) help students address speech, language, and hearing problems. Use over 400 cards for preschool to adult in dozens of fun-filled games and activities to target eighteen of the most difficult English consonants and blends. Also ideal for bilingual instruction and expanding vocabulary. Each deck helps students master a separate sound: b-m-p, ch-sh, f-v, g-k, l, r, s, th breath/voiced, z, l-r-s blend.

Phonological Awareness Training for Reading [PATR]

Joseph K. Torgesen, Brian R. Bryant

The Phonological Awareness Training for Reading program is designed to increase the level of phonological awareness in young children. The program can be taught either individually or in small groups and takes about 12-14 weeks to complete if children are taught in short sessions three or four times a week. The program should be used with at-risk children in kindergarten to help prepare them for reading in first grade or with first or second grade children who are having difficulties learning to read. The Training Manual contains complete instruction for all phases of the program and has example scripts for teaching specific concepts. Children learn to hear the individual sounds in whole words as well as to blend individual sounds into words. All words used in the program are presented on picture cards, and colorful game boards are used to provide reinforcing practice activities. In the final phases of the program, children learn to generalize their newly acquired phonological awareness skills to reading and spelling simple words.

Picture File

Lloyd M. Dunn, Leota M. Dunn, in collaboration with James O. Smith, Deborah D. Smith, Kathryn B. Horton

The Picture File is a collection of 584 pictures on sturdy card stock that support all areas of instruction for preschool to adult. This full-color collection features illustrations carefully prepared to show texture and detail more clearly than photographs and without distracting backgrounds. Many cards also contain descriptive information on the back to support the card’s illustration. Use this extensive collection to: stimulate speech, writing, and storytelling activities, illustrate parts of speech, support science and social studies unites, initiate research projects, teach a second language, promote career exploration, and support phonics and articulation activities. The Picture File features 16 categories: Domestic Mammals, Wild Mammals, Birds & Fish, Insects & Other Animals, Clothing, Accessories & Personal Items, Prepared Foods, Fruits & Vegetables, Plants (with insets), Actions & Expressions, Recreational & School Items, Household Items, Tools & Equipment, Air & Water Vehicles, Land Vehicles, and Workers.

Question Cognition [QC]

Joan S. Kissel

An exciting resource book for individuals aged 4 to adult and for groups, the QC targets students understanding and use of question forms and semantic knowledge through probing techniques, classification skills, judgment making skills, inferences and confrontation.

The QC contains 68 well designed pages, detailed instructions, identified lesson purpose, homework record sheets and much more. Excellent for students with delayed or disordered language, the QC is also valuable for individuals learning English as a second language. Under proper supervision, many of the work sheets are appropriate for parents to facilitate mastery or generalization of skills.

Vocabulary As You Need It

Joan S. Kissel

This 240-page resource book will save time and greatly assist with record keeping. It consists of 13 well-organized sections, comprised of work sheets, presenting vocabulary grouped by linguistic and speech categories. Each work sheet has information concerning syllable structure, directions, the vocabulary words being taught, and pictures to represent the vocabulary words. Perfect for schools and clinics who serve children, adolescents, and adults developmentally or for targeting English as a second language.