This beautifully illustrated resource is designed to help speech and language therapists, education staff and the wider workforce to assess and develop the verbal reasoning skills of all under 5s and primary aged children who experience difficulty understanding what is said to them The TALC is based on the Language of Learning Model proposed by Blank, Rose and Berlin (1978). The Language of Learning Model is popular in Australia where it is referred to as 'Blanks' or 'The Blank Language Scheme.' This scheme is very popular with early years and education staff as it helps them to differentiate class based activities for all children. This assessment will enable children to be appropriately assessed and supported at the right level for them. Anyone familiar with the principles of assessing children can conduct the TALC. More information about 'Blank' is written in the resource and in all Elklan Language Builders books (excepting Communication Support for Children with Severe and Complex Needs). The TALC can be used to: Assess the level of abstract language a child can understand Set individual, specific, measurable, achievable, realistic and timely (SMART) targets Increase the awareness of the types of questions and directions the child might be expected to understand Indicate how the language used to interact with the child can be modified to ensure that the child understands the linguistic demands Encourage the development of the child's abstract reasoning skills within his level of ability Develop the child's confidence because the demands will be realistic Measure change There are two parts to the TALC assessment: Part I involves a picture assessment. The topics for the six pictures have been carefully chosen to reflect the experiences of a wide and diverse population. The child is shown a picture or is given four pictures to put in the correct order. The assessor asks the questions listed on the score sheet and notes can be made about the child's response. There are 70 questions. Part II of the TALC gives a list of the types of questions which can be adapted to suit all situations so that assessment can take place during natural communicative interactions. A simple record sheet is provided.
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