Professional Documents
Culture Documents
Walc 8 Word Finding
Walc 8 Word Finding
by Kathryn J. Tomlin
Skills Ages
word finding 16 and up
reading comprehension
organizational thought
Grades
logic
vocabulary high school and up
memory
Evidence-Based Practice
According to the Clinical Guidelines of The Royal College of Speech & Language Therapists
(www.rcslt.org/resources, 2005) and the National Stroke Association (2006), the following therapy
principles are supported:
Communication, both verbal and nonverbal, is a fundamental human need. Meeting this need
by facilitating and enhancing communication in any form can be vital to a patient’s well-being.
Therapy should include tasks that focus on semantic processing, including semantic cueing
of spoken output, semantic judgments, categorization, and word-to-picture matching.
Therapy may target the comprehension and production of complex, as well as simple,
sentence forms.
Therapy should be conducted within natural communication environments.
Rehabilitation is an important part of recovering from a stroke, and the goal is to regain
as much independence as possible.
This book incorporates the above principles and is also based on expert professional practice.
East Moline, IL 61244 The enclosed CD is for your personal use and convenience.
It is unlawful to copy this CD or store its contents on a
FAX: 800-577-4555 multi-user network.
Phone: 800-776-4332
E-mail: [email protected] Printed in the U.S.A.
Web: linguisystems.com ISBN 978-0-7606-0749-7
About the Author
Dedication
This book is dedicated to Ann Hollenbach, in appreciation for her years of professional
support, personal friendship, and thousands of laughs.
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Answering Questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
General Information—Answers Provided . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Sports—Answers Provided . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Food—Answers Provided . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
People and Places—Answers Provided . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Animals—Answers Provided . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Cars—Answers Provided . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
General Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
General Information—People and Characters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
General Information—Animals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
General Information—Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
General Information—Brand Names . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
WALC 8: Word Finding was written to stimulate the processes and strategies needed for
reestablishing word-finding abilities in clients who are neurologically impaired. The tasks
in this book, developed while working with a wide variety of clients, have evolved and have
been perfected over the years. The tasks are written at a mid- to high-level of complexity.
The following main skill areas provide the basis for WALC 8.
• Answering Questions
Questions requiring short-answer responses improve word recall by stimulating
convergent deduction. The responses require specific retrieval of content stored in
your client’s remote memory. The use of close-ended questions aids in retraining
the skills needed for recalling specific information.
Most of the tasks in this book involve organization of thought (e.g., unscrambling letters to
form words, moving letters from the end of one word to the beginning of another). Being
able to think logically will improve your client’s ability to take in information and comprehend
it in a hierarchical manner. It will also help your client think more convergently and make him
less likely to stray off the topic. The tasks in this book are designed to give your client insight
into why a response may be wrong and to use that insight to try again and/or understand the
correct answer.
For most of us, when we have difficulty recalling a word, we frequently think things such
as, “I know it begins with the letter S,” or “I know it is a short word, about 5 letters,” or maybe
“It’s an animal; it has 2 legs . . . what is it called?” The format of the tasks in this book
provides the lines of logic for using these kinds of strategies to recall a word. It is the intent
that, with repeated practice, the lines of logic will become reestablished in your client’s
foundational skills.
The tasks may be read to your client, but for the majority, having him read the tasks will lead
to improved reading comprehension.
1. To improve cueing effectiveness, become familiar with the tasks before presenting them.
2. For tasks requiring formulation of an entire response (e.g., Listing Opposites), provide
an example at the beginning of the activity.
3. Keep track of which items the client misses and ask the items again at the end of
the activity to stimulate coding of the information and the processing pattern used.
If necessary, help the client develop processing strategies.
4. Encourage the client to work through each exercise by answering the questions he can.
Then have him go back and attempt the items he found more difficult. This procedure
will help keep him from getting stuck or fixated on a specific item.
5. Questions are worded in a variety of ways to encourage flexible thinking skills, to look
at content from different directions, and to stimulate creativity.
6. As needed, work with the client to solve items. This will help him feel comfortable with
teamwork. It is okay to let him know that there may be times when it will be necessary
to use the answer key.
7. Encourage the client to use deductions or “best guesses” as needed. It may help
to have the client verbalize the processes he is using so you can help shape his
thinking.
8. Use the tasks in their entirety or choose pertinent questions to meet individual needs.
Note that the tasks within themselves do not progress in difficulty nor do the tasks get
more difficult as you progress through the book. What one client may find easy, another
client may find very difficult. Reassure the client that no one is expected to get all of the
items correct.
10. The tasks can be used in individual or group situations. In group situations, clients
can take turns or work together to solve the problems, thus giving each other valuable
feedback.
11. The tasks can be used effectively for independent work or for homework assignments
that can get the entire family involved.
12. Always emphasize the line of reasoning or the strategies necessary to do the tasks as
opposed to simply monitoring the accuracy of the answers. The tasks are designed to
work on the processing involved rather than scoring content accuracy.
WALC 8 provides a wide variety of tasks for word finding. Share WALC 8 with the client’s
family to establish the importance of improving communication outside the therapy setting.
As you use these tasks, it’s my hope that you’ll discover their unending uses and versatility.
May you enjoy the adventure of working with language and cognitive communication skills
as much as I do.
Kathy
Throughout the day, we are required to respond to questions. The ability to answer questions
is frequently impaired in someone who has difficulty retrieving words. The skills needed for
effective retrieval involve being able to tap into the areas of the brain where the information
is stored and to recall the information in an accurate, concise manner.
The format of the questions in this section gives your client practice retrieving specific
information stored in his brain as he utilizes question words that require short, close-ended
responses (e.g., who, what, when, where, which, how many). You will not find the question
words how and why because questions with these words lead to divergent, open-ended
responses. When a question is formed in a manner that requires a close-ended response,
it will stimulate the processing patterns in the brain for comprehension of the question; help
process the information in a specific, convergent manner; and retrieve the content word(s)
needed for an accurate response.
Answers are provided for the first set of question pages so your client can receive
immediate feedback to determine whether his answer is correct. This provides a system
to reestablish your client’s ability to identify the accuracy of a response and to initiate
modification as needed. Tasks progress to questions in which answers are not provided
so your client can begin to use the identification and modification techniques to determine
correct responses, either by looking up the answer in the answer key or by asking someone
for assistance.
In addition, some exercises have an entire page of questions devoted to a specific topic
(e.g., cars, food, animals). Others have a mix of questions of unrelated content. As a
rule, the questions that are topic specific will have the effect of tapping into a general area
of stored information. The pages of mixed content stimulate your client’s ability to recall
information from different areas of storage. This will help your client move from one content
area to another more easily.
Answering Questions
WALC 8: Word Finding 8 Copyright © 2007 LinguiSystems, Inc.
General Information—Answers Provided
Cover the answers on the right. Answer a question; then check your answer.
6. Which big artery carries blood away from the heart? the aorta
9. What are the four major directions on a compass? north, south, east, west
12. What should you have written to insure that your a will
possessions are inherited?
Answering Questions
WALC 8: Word Finding 9 Copyright © 2007 LinguiSystems, Inc.
General Information—Answers Provided
Cover the answers on the right. Answer a question; then check your answer.
Answering Questions
WALC 8: Word Finding 10 Copyright © 2007 LinguiSystems, Inc.
Sports—Answers Provided
Cover the answers on the right. Answer a question; then check your answer.
12. What does a baseball player wear to catch the ball? a mitt, a glove
13. In which kind of event would you find bronco riding? a rodeo
15. In golf, what is the peg you place the ball on? a tee
Answering Questions
WALC 8: Word Finding 11 Copyright © 2007 LinguiSystems, Inc.
Food—Answers Provided
Cover the answers on the right. Answer a question; then check your answer.
15. What do you call the yellow part of an egg? the yolk
Answering Questions
WALC 8: Word Finding 12 Copyright © 2007 LinguiSystems, Inc.
People and Places—Answers Provided
Cover the answers on the right. Answer a question; then check your answer.
5. Which brothers flew their plane at Kitty Hawk? the Wright brothers
10. Who was the assassinated civil rights leader? Dr. Martin Luther
King, Jr.
12. Who was the first President of the United States? George Washington
Answering Questions
WALC 8: Word Finding 13 Copyright © 2007 LinguiSystems, Inc.
Animals—Answers Provided
Cover the answers on the right. Answer a question; then check your answer.
10. What black and white animal produces a strong odor a skunk
for protection?
13. Which flat fish has eyes on one side of its head? a flounder
Answering Questions
WALC 8: Word Finding 14 Copyright © 2007 LinguiSystems, Inc.
Animals—Answers Provided
Cover the answers on the right. Answer a question; then check your answer.
9. What do you call the long hair on a horse’s neck? the mane
Answering Questions
WALC 8: Word Finding 15 Copyright © 2007 LinguiSystems, Inc.
Cars—Answers Provided
Cover the answers on the right. Answer a question; then check your answer.
3. What liquid goes into the radiator to keep the water antifreeze
from freezing?
5. What should you buckle when you’re in a car? the seat belt
7. What tells you how many miles you have gone? the odometer
10. What do you open to get to the engine of a car? the hood
11. What do you use to check the oil level? the dipstick
12. What do you put the key in to start a car? the ignition
14. What is the shaft between the car’s wheels? the axle
15. What do you push to make a car go faster? the gas pedal
Answering Questions
WALC 8: Word Finding 16 Copyright © 2007 LinguiSystems, Inc.
General Information
2. Which famous speech begins with “Fourscore and seven years ago”?
4. What is a tadpole?
9. What color do you get when you mix red and yellow together?
15. What do you need to put on an envelope before it is sent in the mail?
16. Who followed the yellow brick road on the way to Oz?
19. What results when something made of metal is left out in the rain?
Answering Questions
WALC 8: Word Finding 17 Copyright © 2007 LinguiSystems, Inc.
General Information
7. What is a mummy?
14. What is the third set of molar teeth also known as?
Answering Questions
WALC 8: Word Finding 18 Copyright © 2007 LinguiSystems, Inc.
General Information
16. What was the profession of those whose faces are carved into Mount Rushmore?
Answering Questions
WALC 8: Word Finding 19 Copyright © 2007 LinguiSystems, Inc.
General Information
Answering Questions
WALC 8: Word Finding 20 Copyright © 2007 LinguiSystems, Inc.
General Information
4. What is a kiwi?
16. In which sport do you put a ball on a tee before hitting it?
Answering Questions
WALC 8: Word Finding 21 Copyright © 2007 LinguiSystems, Inc.
General Information
9. What is a caterpillar?
11. If the President of the United States dies while in office, who takes his place?
Answering Questions
WALC 8: Word Finding 22 Copyright © 2007 LinguiSystems, Inc.
General Information—People and Characters
5. Who was the boy in Neverland who never wanted to grow up?
11. Which general had his “last stand” at Little Big Horn?
13. Who originated Mickey Mouse and produced films for children?
15. Who couldn’t be put back together after falling off a wall?
18. Who spoke out for civil rights and was later assassinated?
Answering Questions
WALC 8: Word Finding 23 Copyright © 2007 LinguiSystems, Inc.
General Information—Animals
3. What black and white bird lives in cold climates and does not fly?
12. What small, black and white mammal ejects a strong odor for protection?
17. Which edible ocean crustacean has two large claws and a thick tail?
Answering Questions
WALC 8: Word Finding 24 Copyright © 2007 LinguiSystems, Inc.
General Information—Numbers
Answering Questions
WALC 8: Word Finding 25 Copyright © 2007 LinguiSystems, Inc.
General Information—Brand Names
Answering Questions
WALC 8: Word Finding 26 Copyright © 2007 LinguiSystems, Inc.
Building Categorization Skills
Our brains are like filing systems. We utilize many different “files” for storing
information. We have files for family information, work-related information, etc. We
use different systems for creating files in an organized manner. One of the most
efficient and effective manners of storing content is through categorization. The “files”
in our brains help us categorize things in a variety of ways, such as concrete items
(e.g., fruits, sports) vs. abstract items (e.g., cold things, things that bounce).
It is important that the client who uses these exercises has basic categorization
skills as these tasks take the skill of categorization to the next level. Tasks require
remote memory recall; the ability to recall category members when given a specific
target letter that the answer must begin with; naming items in less-common categories
(e.g., household tasks that have to be done while standing); and completing categories
using a two-step process. First, your client must identify what the objects have in
common and then retrieve from his mind another item that fits into the list of objects.
This will help your client multi-task, hold things in memory, and retain the two-step
process over time.
By incorporating these additional quantifiers and processes, your client will be able
to create mental files that are more versatile and flexible. He will also stimulate the
processing skills needed for cross-referencing mental files and being able to easily
shift from one mental file to another.
Fill in the appropriate category members. The answer in each box should begin with
the letter on the left.
Fill in the appropriate category members. The answer in each box should begin with
the letter on the left.
Fill in the appropriate category members. The answer in each box should begin with
the letter on the left.
Fill in the appropriate category members. The answer in each box should begin with
the letter on the left.
Fill in the appropriate category members. The answer in each box should begin with
the letter on the left.
Name as many members in each category as you can. Try to name at least
three items.
1. kinds of oils
Name as many members in each category as you can. Try to name at least
three items.
5. gentle animals
Name as many members in each category as you can. Try to name at least
three items.
1. political positions
3. kinds of cheese
15. things you would find in France but not in the United States
The tasks in this section will help your client build his vocabulary and word-retrieval skills
through the use of word relationships. The main word relationships in this section focus on
opposites and synonyms. As with other sections in this book, the tasks take the skills one
step beyond the foundational skills used for simple opposites and synonyms. Your client
must have the ability to provide opposites for words like no, up, and woman and the ability
to provide simple synonyms for words like happy, above, and lady. If that foundational
process is established, your client will be able to use his skills to complete these tasks.
There is a wide variety of vocabulary in these tasks, so your client will not know all of the
words. If he doesn’t know a word, skip it and move on. As your client works on the tasks, a
natural effect will be an improvement in vocabulary. This, in turn, will have a positive effect
on word-finding skills as it gives your client a larger pool of words to choose from when he is
having difficulty recalling a word.
The tasks target various processes needed for opposite and synonym word coding and
retrieval skills. Your client will practice recalling word opposites on the first two pages. This
will aid in recalling more difficult content words. On the scrambled opposite/synonym pages,
the component of organizational thought is layered into the word-retrieval process. This will
aid your client with thought flexibility and sequencing. If your client can’t get one word, he
can work on the other. This will help your client regain the skill of being able to approach
word retrieval from different directions.
When your client lists opposites, synonyms, and homonyms, he will have to have complete
recall of words as no other content or process cues are provided. The addition of the
homonyms in this group of tasks is to assist in preventing perseveration and to give an
indirect message that opposites and synonyms are not the only kind of word relationships
to utilize for word recall.
The task asking for three synonyms will help your client utilize word flexibility for recalling
multiple correct choices. It is important to help your client reestablish in his brain that there
are frequently multiple word choices to draw upon when he cannot think of a specific word
and that he can use another word as a suitable replacement.
1. sanitary ____________________
2. great ____________________
3. continue ____________________
4. hamper ____________________
5. significant ____________________
6. here ____________________
7. rumor ____________________
8. shiny ____________________
9. freeze ____________________
1. bland ____________________
2. funny ____________________
3. reality ____________________
4. courtesy ____________________
5. different ____________________
6. domesticated ____________________
7. overcast ____________________
8. laughing ____________________
9. simple ____________________
1. modern ____________________
2. caring ____________________
3. coarse ____________________
4. wonderful ____________________
5. nervous ____________________
6. distinctive ____________________
7. buyer ____________________
8. after ____________________
9. whole ____________________
Unscramble the pairs of opposites. The first letter in each word is underlined.
Unscramble the pairs of opposites. The first letter in each word is underlined.
Unscramble the pairs of synonyms. The first letter in each word is underlined.
Unscramble the pairs of synonyms. The first letter in each word is underlined.
1. _________________________ _________________________
2. _________________________ _________________________
3. _________________________ _________________________
4. _________________________ _________________________
5. _________________________ _________________________
6. _________________________ _________________________
7. _________________________ _________________________
8. _________________________ _________________________
9. _________________________ _________________________
1. _________________________ _________________________
2. _________________________ _________________________
3. _________________________ _________________________
4. _________________________ _________________________
5. _________________________ _________________________
6. _________________________ _________________________
7. _________________________ _________________________
8. _________________________ _________________________
9. _________________________ _________________________
1. _________________________ _________________________
2. _________________________ _________________________
3. _________________________ _________________________
4. _________________________ _________________________
5. _________________________ _________________________
6. _________________________ _________________________
7. _________________________ _________________________
8. _________________________ _________________________
9. _________________________ _________________________
Provide three words that have a similar meaning to the word on the left.
Provide three words that have a similar meaning to the word on the left.
Write a synonym and an opposite for each word in the middle column.
Synonym Opposite
Write a synonym and an opposite for each word in the middle column.
Synonym Opposite
To increase the repertoire of processes your client can use for word recall, a variety of word
and vocabulary-building strategies should be used. The tasks in this section are set up in a
variety of formats to improve your client’s coding and retrieval skills and to provide interesting
tasks so your client does not become habituated to a format or become bored with a certain
setup. The tasks include matching definitions, recalling words from definitions, providing
missing letters, completing word puzzles, unscrambling letters and words, and matching
syllables to form words.
A first-letter mnemonic recall strategy is embedded into tasks, such as naming words by
letter and carrying a letter from one word to another to form a new word. This strategy
helps trigger more effective word finding as it provides your client with a memory cue. The
definition exercises will improve your client’s vocabulary by causing him to use inclusion
and exclusion principles as he completes the exercises. Tasks involving scrambled words
and matching syllables will indirectly improve thought organization and sequential thought.
Tasks that include rhyming or use of compound words provide a setup that gives the client
additional cues for determining correct responses. Completing words, providing associated
words, extracting words, and expanding existing root words stimulate word retrieval for items
that have multiple correct responses. This will have a direct influence on improving word
flexibility skills.
It is important that your client feels some enjoyment when working on the challenges these
tasks present. If your client is experiencing a high level of frustration with a task or needs too
much input for how to complete the task, move on to something else or go to a mode where
your client “assists” you as you work through the task while modeling how to complete the
task. There will be some tasks that your client enjoys doing more than others. If this is the
case, just use the tasks your client enjoys as he will be more interested in completing them.
There is a wide variety of vocabulary in these tasks, so your client may not know all of
the words. If your client exhibits interest in learning new words, that’s great! If he shows
frustration at having to learn or manipulate new vocabulary, skip the item and move on.
As your client works on the tasks, a natural effect will be an improved vocabulary even if
this is not an obvious goal. This, in turn, will have a positive effect on your client’s word-
finding skills as it gives him a larger pool of words to choose from when he is having difficulty
recalling a word.
Match each word to its definition. The first one is done for you.
f
_____ 1. garnish a. odd, unusual
Match each word to its definition. The first one is done for you.
j
_____ 1. ceremony a. goodwill, love
Match each word to its definition. The first one is done for you.
d
_____ 1. special a. intelligent
Match each word to its definition. The first one is done for you.
g
_____ 1. abbreviation a. risk, danger
2. obese ____________________
1. part of the body that contains digestive organs and intestines ______________
4. this is the metal bar that runs between your car wheels ______________
6. this is thrown over the side to keep a boat from floating away ______________
2. a game played with balls and a cue on a green cloth-covered table __________
7. one who earns his living driving cars for others ______________
9. a staff that fits under the arm and helps people walk ______________
10. little pieces of colored paper tossed in the air at festivals ______________
1. a weed with yellow flowers that turn into white “puffs” ______________
7. a material that can be stretched and then returned to original size ___________
10. this event is conducted to determine who wins a political office _____________
10. turned-over part of a man’s suit where he can put a carnation ______________
10. a position which is impartial; not to take either side on an issue _____________
10. a document needed when traveling abroad to prove your citizenship _________
1. argument
a. device c. quarrel
b. verbal fight d. happening again
2. cheer
a. merriment c. comfort
b. game d. sealer
3. lip
a. rebate c. mouth part
b. receive d. rim
4. crave
a. desire c. compliment
b. long for d. understand
5. silver
a. casting c. rules of a game
b. precious metal d. lustrous grayish-white
6. opportunity
a. occasion c. problem
b. business d. chance
7. promise
a. state c. guarantee
b. pledge d. attempt
8. elegance
a. beauty c. sarcasm
b. refinement d. elevator
9. silly
a. define c. elect
b. foolish d. absurd
Using Word Strategies
WALC 8: Word Finding 68 Copyright © 2007 LinguiSystems, Inc.
Choosing Two Definitions
1. stamp
a. imprint c. mail
b. trample d. stump
2 envy
a. enlarge c. empty
b. desire d. covet
3. indispensable
a. hostile c. essential
b. necessary d. indisposed
4. part
a. portion c. divide
b. wait d. add
5. sensitive
a. touchy c. inexperienced
b. electrifying d. tender
6. entertainment
a. explanation c. amusement
b. direction d. diversion
7. quality
a. quantity c. excellence
b. trait d. product
8. performance
a. help c. deed or feat
b. attendance d. presentation
9. challenge
a. question c. encourage
b. change d. dare
Using Word Strategies
WALC 8: Word Finding 69 Copyright © 2007 LinguiSystems, Inc.
Choosing Two Definitions
1. catastrophe
a. comma c. disaster
b. calamity d. undertaking
2. rare
a. uncommon c. undercooked
b. troublesome d. frequent
3. honey
a. rough c. apple
b. sweet substance d. darling
4. number
a. musical composition c. article
b. hickory d. numeral
5. mine
a. yours c. excavation
b. thinking d. explosive charge
6. move
a. propose c. budge
b. time d. take
7. insurance
a. okay c. politics
b. guarantee d. assurance
8. pleasant
a. enjoyable c. features
b. friendly d. decoration
9. orange
a. a book c. a kind of fruit
b. a color d. a favor
Using Word Strategies
WALC 8: Word Finding 70 Copyright © 2007 LinguiSystems, Inc.
Word Chaining
an insect to dine
Example: B __
__ U __
G __
R __
E __
A __
T
excellent
K __ __ __
1. __ G __ __ __
S __
T __ __ __ __
S __ __ __
K __
E __ __ __ __ __ __
E
a poltergeist a legless reptile
N __ __ __ __
2. __ H __ __ __
P __ __ __
P __ __
E __ __
S __
E __ __ __ __
H
horse’s noise a facial blemish to look for
another word
a taxi for nap a seat
C __ __
3. __ B __ __
R __ __ __ __
E __ H __ __
S __ __ __ __ __ E
I __ __ __ __
shorter name a bad smell angry
for hamburger
T __ __ __ __ __
4. __ G __
E __ __ __ __
A __ __
O __ __ __
R __
V __ __ __
highest rank in the army apprehensive
U __ __ __ __
5. __ R __ __
O __ __ __ __
R __ __ __
I __ __ __ __
L __ __
OW __
a mistake quick permit
an insect to dine
Example: B __
__ U __
G __
R __
E __
A __
T
excellent
S __ __ __
R __ __
1. __ D __ __ __ __ __
R __ __ __
S __ L __ __ __ __
T __ __ __ N
dispatch Ernie’s full name acquire knowledge
N __ __ __
P __ __ __
2. __ B __ __
T __ __ __ __ T __ __ __
T __ __ __
E __ __ N
nearest to sheep’s noise harsh
P __ __
S __ __ __
3. __ N __ __ __ E __ __ __
R __ __ __ E __ __
R __ __
B __ __
E
not closed a contest horrible
T __ __ __
4. __ D __ __
R __
I __ __
E __ __ __
M __ __ __
H __ __ __
B __ __ __
D __
to ridicule fable perform
F __ __ __ __
5. __ L __ __ __
D __ __ __
H __ __ __
K __ __ __
T __ __
N __ __ __
R
audibly a man-eater sensitive
an insect to dine
Example: B __
__ U __
G __
R __
E __
A __
T
excellent
H __ __ __ __
1. __ O __ __ E __ __
G __ __ __ R __ __ __
T __ __ K
I __ __
lengthy next to to fool
a celestial
a vital blood organ opposite of go slang for no body
H __ __ __ __
2. __ T __ __ __
T __ __
P __ __
N __ __ __
E __ __
S __ __ __
R
a painter not shut a direction
O __ __ __
3. __ R __ __
T __ __ __
C __ __ __
N __ __
C __ __ __ T
L __ __ __
a rodent facial part exited
N __ __ __
4. __ N __ __ __
N __ __ __
E __ __ __
I __ __
G __ __
I __ __ __
H
a vegetable not far a broad smile
B __ __ __ __
5. __ D __ __ __
T __ __ __ __
T __ __
N __ __ __
T __ __ __
E
soil a rock a melody
an insect to dine
Example: B __
__ U __
G __
R __
E __
A __
T
excellent
U __ __
H __ __
1. __ E __ __ __
U __ __ __ L __ W
Y __ __ __ T
R __ __ __
__ __ __
secondhand unattractive below
2. W H __ __
__ __ __ __ __ N __
A __ __
E __ __ __
N __ __ __ __ __
E __ __
D
an Eastern country not odd to loan
D __ __ __ __ __
3. __ R __
N __ __ __ __
T __ __
R __ __ __
B __ __
E __ __
T
ripped horrible
absorbent cloth
for drying baby necessity humble
T __ __ __ __
4. __ L __
D __ __ __
P __ __
R __ __ __ K __ __
M __ __ __ G
to join metal aromatic liquid a small barrel
together
S __ __
5. __ O __ __ __ __
A __ __
A __ __
D __ __
G __ __
T __ __ __
O __ __
N
to forbid canine group of three
2. an inhabitant of Italy I t __ __ __ __ __
5. to make a list of i t __ __ __ __ __
9. a custodian __ __ __ i t __ __
10. small __ i t __ __ __
11. a metropolis __ i t __
2. a madman m a n __ __ __
5. a book of instructions m a n __ __ __
6. to disfigure or mar m a n __ __ __
7. an opening to a sewer m a n __ __ __ __
9. to give an order __ __ __ m a n __
13. mankind __ __ m a n __ __ __
2. an edible bulb o n __ __ __
6. moving forward o n __ __ __ __
7. a spectator o n __ __ __ __ __ __
8. truthful __ o n __ __ __
9. a king’s seat __ __ __ o n __
1. fascinating i n __ __ __ __ __ __ __ __ __
4. stomach discomfort i n __ __ __ __ __ __ __ __ __
5. not guilty i n __ __ __ __ __ __
7. a bug i n __ __ __ __
8. to ponder __ __ i n __
14. commonplace __ __ __ i n __ __ __
20. a locomotive __ __ __ i n
1. currency m o n __ __
3. one-twelfth of a year m o n __ __
5. a memorial structure m o n __ __ __ __ __
8. a king; a ruler m o n __ __ __ __
1. breathing r e __ __ __ __ __ __ __ __ __
2. a large area r e __ __ __ __
4. a curing treatment r e __ __ __ __
6. to fix r e __ __ __ __
8. to decline to do r e __ __ __ __
9. attractive __ r e __ __ __
15. a shop __ __ __ r e
15. the solar source + one of the seven parts of a week = the first day of the week
S __ __ d __ __
5. one who lives near you + a head covering = an adjoining area to your house
n __ __ __ __ __ __ __ h __ __ __
14. at the front + to throw a fishing line into the water = a prediction
f __ __ __ c __ __ __
Identify the word each clue describes. Each answer is a three-letter word.
3. to receive ____________________
7. immediately ____________________
Identify the word each clue describes. Each answer is a four-letter word.
3. simple ____________________
4. to touch ____________________
8. at no cost ____________________
Identify the word each clue describes. Each answer is a five-letter word.
3. to frighten ____________________
Identify the word each clue describes. Each answer is a six-letter word.
Identify the word each clue describes. Each answer is a seven-letter word.
9. a nation ____________________
8. belonging to me ____________________
3. by yourself ____________________
4. can appear during a rain shower when the sun is out ____________________
5. a performance ____________________
6. underneath ____________________
3. adorable ____________________
5. cautious ____________________
Use the clues to fill in the pyramids. Include the letters from each answer in the
answer directly below it.
1. __
2. __ __
3. __ __ __
4. __ __ __ __
5. __ __ __ __ __
6. __ __ __ __ __ __
1. __
2. __ __
3. __ __ __
4. __ __ __ __
5. __ __ __ __ __
1. myself
2. inside
3. a type of metal
4. slender
5. to ponder
Use the clues to fill in the pyramids. Include the letters from each answer in the
answer directly below it.
1. __
2. __ __
3. __ __ __
4. __ __ __ __
5. __ __ __ __ __
6. __ __ __ __ __ __
1. __
2. __ __
3. __ __ __
4. __ __ __ __
5. __ __ __ __ __
Use the clues to fill in the pyramids. Include the letters from each answer in the
answer directly below it.
1. __
2. __ __
3. __ __ __
4. __ __ __ __
5. __ __ __ __ __
1. __
2. __ __
3. __ __ __
4. __ __ __ __
5. __ __ __ __ __
Answer each clue with a five-letter word. Write that word in the grid going down.
When the grid is completed, the middle row will spell a word.
4. a run-down cabin
6. to ponder
Answer each clue with a five-letter word. Write that word in the grid going down.
When the grid is completed, the middle row will spell a word.
1. illumination
2. where ocean waves wash up along a beach; the land next to water
6. cash
7. a medieval weapon
Answer each clue with a five-letter word. Write that word in the grid going down.
When the grid is completed, the middle row will spell a word.
2. coarse; uneven
3. an engine
7. a red-breasted bird
Solve the clues on each side of the grid. The word on the left will always have one
letter that is not found in the word on the right. The order of the letters will remain
the same. Write the extra letter in the middle column. This column will spell a word
going down. The first one is done for you.
f ___
quick, rapid ___ s ___
a ___ t s f ___
overweight ___ t
a ___
to despise ___ ___ ___ ___ head garment ___ ___ ___
ripped ___ ___ ___ ___ equals 2000 lbs. ___ ___ ___
a running contest
highest playing card ___ ___ ___
___ ___ ___ ___
ahead of time
a nobleman ___ ___ ___ ___
___ ___ ___ ___ ___
Solve the clues on each side of the grid. The word on the left will always have one
letter that is not found in the word on the right. The order of the letters will remain
the same. Write the extra letter in the middle column. This column will spell a word
going down. The first one is done for you.
an ache ___ ___ ___ ___ used to cook in ___ ___ ___
to exist, to be ___ ___ ___ ___ to fib, to tell an untruth ___ ___ ___
a small-town carnival
not near ___ ___ ___
___ ___ ___ ___
not closed ___ ___ ___ ___ a writing instrument ___ ___ ___
a water vehicle ___ ___ ___ ___ a flying rodent ___ ___ ___
Solve the clues on each side of the grid. The word on the left will always have one
letter that is not found in the word on the right. The order of the letters will remain
the same. Write the extra letter in the middle column. This column will spell a word
going down. The first one is done for you.
to listen ___ ___ ___ ___ what you listen with ___ ___ ___
a wild pig ___ ___ ___ ___ a metal rod ___ ___ ___
nasty, cruel ___ ___ ___ ___ adult males ___ ___ ___
a representation of an area
of the Earth short for mother ___ ___
___ ___ ___
Add one letter to each incomplete scrambled word to fit the definition. The first one is
done as an example.
Add one letter to each incomplete scrambled word to fit the definition. The first one is
done as an example.
Rearrange the letters in each item to determine the word being defined
Rearrange the letters in each item to determine the word being defined.
Rearrange the letters in each item to determine the word being defined.
Fill in the missing vowels to create a word that fits each clue. The consonants are
given in correct order. Write one letter in each space. The word may begin with a
vowel. The first one is done for you.
Fill in the missing vowels to create a word that fits each clue. The consonants are
given in correct order. Write one letter in each space. The word may begin with a
vowel. The first one is done for you.
Fill in the missing vowels to create a word that fits each clue. The consonants are
given in correct order. Write one letter in each space. The word may begin with a
vowel. The first one is done for you.
2. not guilty: nncnt ___ ___ ___ ___ ___ ___ ___ ___
3. to fight verbally: rg ___ ___ ___ ___ ___
4. the writer: thr ___ ___ ___ ___ ___ ___
5. what you mean to do: ntntn ___ ___ ___ ___ ___ ___ ___ ___ ___
6. a book of maps: tls ___ ___ ___ ___ ___
7. not closed: pn ___ ___ ___ ___
8. a person’s suggestion:
cmmnt ___ ___ ___ ___ ___ ___ ___
9. where money is kept in a
bank: vlt ___ ___ ___ ___ ___
10. the date something is due: ddln ___ ___ ___ ___ ___ ___ ___ ___
11. an erupting mountain: vlcn ___ ___ ___ ___ ___ ___ ___
12. fuel for a car: gsln ___ ___ ___ ___ ___ ___ ___ ___
13. a home for monkeys: jngl ___ ___ ___ ___ ___ ___
14. to comprehend: ndrstnd ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
15. footwear: bts ___ ___ ___ ___ ___
16. orderly, neat, logical: rgnzd ___ ___ ___ ___ ___ ___ ___ ___ ___
17. a time period: cntry ___ ___ ___ ___ ___ ___ ___
18. the most: mxmm ___ ___ ___ ___ ___ ___ ___
Use the clue to figure out the first word. The last two letters of the word will be the first
two letters of the next word. The number in parentheses tells how many letters are in
the word.
Use the clue to figure out the first word. The last two letters of the word will be the first
two letters of the next word. The number in parentheses tells how many letters are in
the word.
Provide the word as defined. The last letter of each word is the first letter of the
next word.
3. an exam ____________________
5. a direction ____________________
Provide the word as defined. The last letter of each word is the first letter of the
next word.
1. a metropolis ____________________
4. currency ____________________
4. to lend ____________________
5. 12 P.M. ____________________
6. close by ____________________
7. circular ____________________
Provide the word as defined. The last letter of each word is the first letter of the
next word.
8. wicked ____________________
9. small ____________________
Provide the word as defined. The last letter of each word is the first letter of the
next word.
3. a physician ____________________
4. a hare ____________________
5. an exam ____________________
7. a grizzly ____________________
8. to jog ____________________
9. 12 P.M. ____________________
4. circular ____________________
Write the word defined in each clue. Change only one letter in each word as you go
down the list.
Write the word defined in each clue. Change only one letter in each word as you go
down the list.
to walk back and forth across a room ___ ___ ___ ___
a nickname for Richard that starts with R ___ ___ ___ ___
Write the word defined in each clue. Change only one letter in each word as you go
down the list.
when things are sold at a lower price ___ ___ ___ ___
Write the word defined in each clue. Change only one letter in each word as you go
down the list.
1. a group of people competing on the same side in sports ___ ___ ___ ___
where two edges of material are joined together ___ ___ ___ ___
a thing for sitting ___ ___ ___ ___
hamburger, steak, ham, pork, etc. ___ ___ ___ ___
to get together for a reason ___ ___ ___ ___
what ice does when it gets warm ___ ___ ___ ___
touched ___ ___ ___ ___
the part of the body you walk with ___ ___ ___ ___
an act of great strength, courage, or skill ___ ___ ___ ___
what you feel when you are afraid ___ ___ ___ ___
__________ __________
__________ __________
__________ __________
__________ __________
__________ __________
__________ __________
Using Word Strategies
WALC 8: Word Finding 125 Copyright © 2007 LinguiSystems, Inc.
Providing Associated Words
__________ __________
__________ __________
__________ __________
__________ __________
__________ __________
__________ __________
Using Word Strategies
WALC 8: Word Finding 126 Copyright © 2007 LinguiSystems, Inc.
Providing Associated Words
__________ __________
__________ __________
__________ __________
__________ __________
__________ __________
__________ __________
Using Word Strategies
WALC 8: Word Finding 127 Copyright © 2007 LinguiSystems, Inc.
Providing Associated Words
__________ __________
__________ __________
__________ __________
__________ __________
__________ __________
__________ __________
Using Word Strategies
WALC 8: Word Finding 128 Copyright © 2007 LinguiSystems, Inc.
Extracting Words from Longer Words
Extract words that are three or more letters from the long word at the top of each list.
encyclopedia
independent
Extract words that are three or more letters from the long word at the top of each list.
automobile
anticipation
Extract words that are three or more letters from the long word at the top of each list.
democracy
thermometers
Extract words that are three or more letters from the long word at the top of each list.
rehabilitation
Philadelphia
Match a word from the first column to a word in the second column to form a
compound word. Use each word once. The first one is done as an example.
3. shoe up 3. ____________________
Match a word from the first column to a word in the second column to form a
compound word. Use each word once. The first one is done as an example.
4. key be 4. ____________________
Match a word from the first column to a word in the second column to form a
compound word. Use each word once. The first one is done as an example.
5. in bird 5. ____________________
Each clue gives you one letter. Use the letters to fill in the blanks below.
Name of a tree: __ __ __ __ __ __ __ __ __ __
1 2 3 4 5 6 7 8 9 10
Each clue gives you one letter. Use the letters to fill in the blanks.
Name of a city: __ __ __ __ __ __ __ __ __
1 2 3 4 5 6 7 8 9
A breed of dog: __ __ __ __ __ __ __ __ __
1 2 3 4 5 6 7 8 9
Each clue gives you one letter. Use the letters to fill in each blank.
Name of a flower: __ __ __ __ __ __ __ __
1 2 3 4 5 6 7 8
Name of an animal: __ __ __ __ __ __ __ __ __
1 2 3 4 5 6 7 8 9
Each clue gives you one letter. Use the letters to fill in each blank.
Name of a profession: __ __ __ __ __ __ __ __
1 2 3 4 5 6 7 8
Name of a country: __ __ __ __ __ __ __ __ __
1 2 3 4 5 6 7 8 9
Match a syllable in the first column with a syllable in the second column to make a
word. The first one is done as an example.
1. a ter 1. ago
____________________
4. ex tor 4. ____________________
6. bet go 6. ____________________
7. mo ty 7. ____________________
9. mon ey 9. ____________________
Match a syllable in the first column with a syllable in the second column to make a
word. The first one is done as an example.
2. ap work 2. ____________________
3. ser es 3. ____________________
5. u ple 5. ____________________
6. ba ry 6. ____________________
9. king er 9. ____________________
Match a syllable in the first column with a syllable in the second column to make a
word. The first one is done as an example.
1. a bit 1. around
____________________
3. un plode 3. ____________________
4. some ty 4. ____________________
Match a syllable in the first column with a syllable in the second column to make a
word. The first one is done as an example.
2. let an 2. ____________________
4. re prise 4. ____________________
5. be ing 5. ____________________
7. teach et 7. ____________________
8. e vil 8. ____________________
6. ral u per su nat _____________ 21. un stand mis der ing _____________
12. i as nom tro cal _____________ 27. an gist thro o pol _____________
14. del ca sen i tes _____________ 29. tic ac ter is char _____________
X Example: ball = balloon, football, ballerina, foul ball, bat and ball, etc.
A. down
1. ________________________ 6. ________________________
2. ________________________ 7. ________________________
3. ________________________ 8. ________________________
4. ________________________ 9. ________________________
B. bus
1. ________________________ 6. ________________________
2. ________________________ 7. ________________________
3. ________________________ 8. ________________________
4. ________________________ 9. ________________________
C. can
1. ________________________ 6. ________________________
2. ________________________ 7. ________________________
3. ________________________ 8. ________________________
4. ________________________ 9. ________________________
X Example: ball = balloon, football, ballerina, foul ball, bat and ball, etc.
A. and
1. ________________________ 6. ________________________
2. ________________________ 7. ________________________
3. ________________________ 8. ________________________
4. ________________________ 9. ________________________
B. ill
1. ________________________ 6. ________________________
2. ________________________ 7. ________________________
3. ________________________ 8. ________________________
4. ________________________ 9. ________________________
C. top
1. ________________________ 6. ________________________
2. ________________________ 7. ________________________
3. ________________________ 8. ________________________
4. ________________________ 9. ________________________
X Example: ball = balloon, football, ballerina, foul ball, bat and ball, etc.
A. ice
1. ________________________ 6. ________________________
2. ________________________ 7. ________________________
3. ________________________ 8. ________________________
4. ________________________ 9. ________________________
B. age
1. ________________________ 6. ________________________
2. ________________________ 7. ________________________
3. ________________________ 8. ________________________
4. ________________________ 9. ________________________
C. all
1. ________________________ 6. ________________________
2. ________________________ 7. ________________________
3. ________________________ 8. ________________________
4. ________________________ 9. ________________________
X Example: ball = balloon, football, ballerina, foul ball, bat and ball, etc.
A. ate
1. ________________________ 6. ________________________
2. ________________________ 7. ________________________
3. ________________________ 8. ________________________
4. ________________________ 9. ________________________
B. rid
1. ________________________ 6. ________________________
2. ________________________ 7. ________________________
3. ________________________ 8. ________________________
4. ________________________ 9. ________________________
C. ale
1. ________________________ 6. ________________________
2. ________________________ 7. ________________________
3. ________________________ 8. ________________________
4. ________________________ 9. ________________________
X Example: ball = balloon, football, ballerina, foul ball, bat and ball, etc.
A. end
1. ________________________ 6. ________________________
2. ________________________ 7. ________________________
3. ________________________ 8. ________________________
4. ________________________ 9. ________________________
B. ape
1. ________________________ 6. ________________________
2. ________________________ 7. ________________________
3. ________________________ 8. ________________________
4. ________________________ 9. ________________________
C. ink
1. ________________________ 6. ________________________
2. ________________________ 7. ________________________
3. ________________________ 8. ________________________
4. ________________________ 9. ________________________
Write one letter per blank to form words. The first one is done as an example.
1. __ t art
s __ 21. __ __ nny
4. __ __ ble 24. __ __ ow
Write one letter per blank to form words. The first one is done as an example.
1. __ l iant
p __ 21. __ __ chine
Write one letter per blank to form words. The first one is done as an example.
1. promi __ e
s __ 21. rece __ __
Write one letter per blank to form words. The first one is done as an example.
s __
1. promi __ e 21. eve __ __
Complete the words. Fill in one letter per blank. The first one is done as an example.
1. ki __ t en
t __ 21. ave __ __ ge
Complete the words. Fill in one letter per blank. The first one is done as an example.
1. ki __ t en
t __ 21. fo __ __ th
2. ai __ __ ort 22. ei __ __ er
4. op __ __ ion 24. p __ __ no
5. y __ __ ng 25. fi __ __ d
6. cons __ __ er 26. kn __ __ n
9. di __ __ de 29. qu __ __ t
Complete the words. The number of letters in the words can vary.
Complete the words. The number of letters in the words can vary.
Naming pictures is one of the most difficult tasks for someone who is experiencing word-
finding difficulties. This is because there is no other content or cues provided to aid in
the retrieval. Your client must rely on total recall of the object name. The pictures in this
section are provided to improve your client’s confrontational naming skills.
As with the other tasks in this book, the assumption is made that your client is able to name
common objects and pictures as the pictures in this section take confrontation naming to a
higher difficulty level. However, uncommon pictures (e.g., abacus, flue, kindling, backhoe)
are not included as the focus of the tasks is to improve the ability to recall mid-level words,
not to improve vocabulary.
The first format in this section involves naming the ten pictures on a page. This requires
direct confrontational naming. The second format also requires confrontational naming but
incorporates a quantifier by giving a specific letter with which the pictures must begin. This
will cause your client to use more specific word-finding skills and may cause your client to
come up with multiple names for a picture. For example, when looking for S pictures, your
client may see a “fish” and initially omit the shark from his responses. When he is only able
to locate nine of the ten pictures, he may then recall that the name shark fits the criteria.
This will cause him to use a feedback system (i.e., listing ten items) to determine if he has
completed the task and to increase word flexibility.
6.0
10
Cicerone, K.D., Dahlberg, C., Kalmar, K., Langenbahl, D.M., Malec, J.F., Bergquist, T.F., et al. (2000). Evidence-
based cognitive rehabilitation: Recommendations for clinical practice. Archives of Physical Medicine and
Rehabilitation, 81(12), 1596-1615.
Cicerone, K.D., Dahlberg, C., Malec, J.F., Langenbahn. D.M., Felicetti, T., Kneipp, S., et al. (2005). Evidence-
based cognitive rehabilitation: Updated review of the literature from 1998 through 2002. Archives of
Physical Medicine and Rehabilitation, 86(8), 1681-1692.
Herbert, R., Best, W., Hickin, J., Howard, D., & Osborne, F. (2003). Combining lexical and interactional
approaches to therapy for word-finding deficits in aphasia. Aphasiaology, 17(12), 1163-1186.
Mayer, J.F., & Murray, L.L. (2003). Functional measures of naming in aphasia: Word retrieval in confrontation
naming versus connected speech. Aphasialogy, 17(5), 481-497.
Nickels, L. (2002). Therapy for naming disorders: Revisiting, revising, and reviewing. Aphasiaology, 16(10-11),
935-979.
Books
German, D.J. (2005). Word finding intervention program: Second edition (WFIP-2). Austin, TX: Pro-Ed, Inc.
Helms-Estabrooks, N., & Albert, M.L. (2005). Manual of aphasia and aphasia therapy. Austin, TX: Pro-Ed, Inc.
Hillis, A. (2002). The handbook of adult language disorders. NYC: Psychology Press, an imprint of the
Taylor & Francis Group.
Keith, R.L., & Schumacher, J.G. (2001). Speech and language rehabilitation. (4th ed.). Austin, TX: Pro-Ed, Inc.
LaPointe, L.L. (2005). Aphasia and related neurogenic language disorders. (3rd ed.). NYC: Thieme Publishers.
Sarno, M.T., & Peters, J.F. (Eds). (2004). The aphasia handbook: A guide for stroke and brain injury survivors
and their families. NYC: National Aphasia Association.
Organizations
www.happyneuron.com
This website provides entertaining and challenging games that are fun and scientifically-developed to keep your
brain fit. This is a subscription-based website but free trials are available.
www.queendom.com
This website includes psychological tests, just-for-fun tests, mind games, and puzzles.