WALC11
WALC11
WALC11
Skills Ages
■ word finding ■ 16 through adult
■ organization
■ categorization
■ reasoning
■ comprehension
Evidence-Based Practice
■ 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 (NSA, 2005).
■ Therapy should include tasks that focus on semantic processing, including semantic cueing
of spoken output, semantic judgments, categorization, and word-to-picture matching
(Taylor-Goh, 2005).
■ Therapy may target the comprehension and production of complex, as well as simple,
sentence forms (Taylor-Goh, 2005).
■ Therapy should be conducted within natural communication environments (NSA, 2005).
■ Rehabilitation is an important part of a stroke, and the goal is to regain as much
independence as possible (NSA, 2005).
WALC 11 Language for Home Activities incorporates these principles and is also based on
expert professional practice.
References
National Stroke Association (NSA). (2005). Clinical guidelines for stroke rehabilitation and recovery. Retrieved February 4, 2010,
from www.nhmrc.gov.au/_files_nhmrc/file/publications/synopses/cp105.pdf
Taylor-Goh, S. (2005). Royal college of speech & language therapists clinical guidelines. United Kingdom: Speechmark.
Dedication
This book is gratefully dedicated to my parents, who taught me to be a “jack of all trades.”
There are not enough words to thank you for all the lessons you taught me about keeping
a home and about home maintenance. Your wisdom is now being shared with others through
these activities.
Home
Home Maintenance
Activities Activities
Word Finding ........................................................................8 ........................... 97
Naming Pictures ...................................................................9 ........................... 98
Matching Words to Pictures ................................................12 ......................... 101
Making Associations ...........................................................15 ......................... 104
Matching Words to Definitions ............................................18 ......................... 107
Naming Objects from Descriptions .....................................21 ......................... 110
Naming Wholes from Parts .................................................24 ......................... 113
Comparing Items ................................................................26 ......................... 115
Listing Items for Tasks ........................................................28 ......................... 117
Home
Home Maintenance
Activities Activities
The first section of this book addresses general knowledge associated with the home. The
second section addresses general knowledge associated with home maintenance. A general
assumption may be that women will identify more with the home activities in the first section
and men will identify more with the home maintenance activities in the latter half of the book.
However, this is not always the case. Part of the enjoyment of using these tasks will be
the adventure you and your clients have learning about the topics they find interesting and
relevant.
The following main skill areas provide the basis for WALC 11.
• Word Finding
Providing the short-answer responses to the tasks will improve your client’s word-
retrieval skills. The tasks will stimulate the recall of information and words stored in
your client’s memory. They will also assist in the speed and accuracy of word retrieval.
• Organization
The tasks in this book involve organization of thought (e.g., unscrambling words and
sentences). Being able to think in a logical, organized manner will improve your client’s
ability to recall information, answer questions, make schedules, and reason effectively.
• Categorization
Information is stored in the brain in a highly organized, logical manner. One of the
storage and retrieval systems is categorization. Many of the tasks in this book will
improve your client’s ability to categorize. This will aid in his ability to comprehend,
process information, and use data to formulate answers.
• Reasoning
Many of the tasks in this book involve taking salient information and using it to deduce
an answer. Some of the tasks involve overt reasoning (e.g., word deduction, analogies)
and other tasks involve covert reasoning (e.g., sequencing sentences of an activity,
determining part/whole relationships).
• Picture/Paragraph Comprehension
Due to difficulties with visual reasoning, visual interpretation, and visual figure-ground
perception, clients frequently do not interpret visual stimuli correctly. Tasks in this
section use scenes to aid in a client’s ability to relearn visual skills.
Due to difficulties with memory and the ability to sustain information over time, a client
frequently has difficulty interpreting information presented in paragraphs. Tasks that
involve interpreting and responding to paragraph information improve a client’s ability
to retain and recall longer material.
There are many processes layered into each task in this book. Some of the processes are:
➤ visual perception: Tasks involving pictures aid a client’s ability to perceive and interpret
visually presented information. Information in some tasks is bolded to help your client key
into content material.
➤ thought organization: Tasks involve interpreting stimuli and then devising a response.
This will aid in reestablishing effective thought organization.
➤ verbal rehearsal: Initially, it will be helpful to have your client verbalize the task items and
the processing he is using to determine the answers. As accuracy improves, encourage
him to solve the problems silently, as silent thinking is much faster than thinking aloud.
➤ memory: In order to determine a correct response, a client must remember all of the
salient content presented in a task. A client must not only remember what was in the
stimulus item but he must also remember his processing strategies and responses.
Home Activities
WALC 11: Language for Home Activities 6 Copyright © 2007
Copyright © LinguiSystems, Inc.
2007 PRO-ED, Inc.
Introduction, continued
➤ convergent and divergent thinking: The format of the tasks in this book addresses
convergent and divergent thinking. Questions that require short, specific answers involve
convergent thinking. Questions that have more than one right answer or require recall of
personal experience involve divergent thinking.
1. Have the client read the tasks aloud initially to insure his processing is efficient and
effective. Once the process is established, have him complete the tasks silently.
2. On tasks that require the client to choose an answer, it may be helpful to show one line
at a time until he is comfortable with the format of the task.
3. Ask the client to read information or answers aloud or to repeat them after you to help
him code the information.
4. A client may need your guidance to find the most effective method to complete a task.
5. Flexibility in thinking is challenged with tasks having more than one right answer. Accept
any logical answers but guard against over generalization or the tendency to focus on the
exceptions instead of the most obvious answers.
6. It may be beneficial to let the client observe you as you think through a task aloud
so he can model your reasoning and thinking strategies.
7. Identify the strategies that are the most difficult for your client and emphasize them
in therapy.
8. Answers are provided in the Answer Key. There are times when items have multiple
answers even if only one is listed. Accept any reasonable answer as correct. Emphasize
enjoyment rather than accuracy.
May you find these tasks as enjoyable to do with your clients as I did writing and revising
them with my clients over the last 20+ years.
Kathy
Word Finding
Everyone has some degree of word-finding difficulty, but for someone who has a brain
dysfunction, the frequency of anomic difficulties is intensified. A client will frequently
attempt to rationalize that he cannot remember a word because it is not familiar to him.
However, the familiarity of content in these tasks will increase your client’s awareness that
he indeed has difficulty with word finding and will encourage him to remediate the problem.
The tasks in this section address several layers of naming skills, including the following.
• confrontational naming
• making associations
• matching words to definitions
• naming objects from descriptions
• naming whole objects when given a part
• comparing items to determine which fit a superlative condition
• listing items from tasks
The tasks target word finding related to furniture, kitchen items, food, household items,
and household tasks.
Home Activities
WALC 11: Language for Home Activities 8 Copyright © 2007
Copyright LinguiSystems,
© 2007 Inc.
PRO-ED, Inc.
Naming Pictures
Name the pictures.
sofa
desk
lamp
picture
piano
rolling pin
baking pan
pitcher
cutting board
pot
Swiss cheese
bread
corn
grapes
cake
coffee shelf
cardboard pot
rocking carton
washing tub
bird table
window chair
picture weight
book bath
bath box
sweat sill
paper machine
end sheet
milk frame
cookie opener
can shirt
cheese jar
butcher foil
soup case
aluminum shredder
pillow spoon
shower knife
frying shaker
picnic curtain
cookie table
suit bowl
salt pan
coffee bulb
hand mug
mixing case
light mixer
microwave file
hair stove
nail towel
vacuum control
potato cleaner
shaving cream
remote switch
bath dish
gas pan
hand faucet
dust lotion
medicine peeler
soap spray
light oven
water cabinet
c. a type of eyeglasses
3. _____ iron
d. a kind of spoon used for
4. _____ oven serving soup
1. ______________________ 3. ______________________
2. ______________________ 4. ______________________
1. ______________________ 3. ______________________
2. ______________________ 4. ______________________
1. ______________________ 3. ______________________
2. ______________________ 4. ______________________
Repotting a Plant
1. ______________________ 3. ______________________
2. ______________________ 4. ______________________
Making a Meal
1. ______________________ 3. ______________________
2. ______________________ 4. ______________________
1. ______________________ 3. ______________________
2. ______________________ 4. ______________________
1. ______________________ 3. ______________________
2. ______________________ 4. ______________________
1. ______________________ 3. ______________________
2. ______________________ 4. ______________________
• In tasks where your client unscrambles words, he first needs to recall word possibilities
within the category and make an organized decision for which word is the correct item.
Then he needs to order the letters correctly to form the word.
• When completing the scheduling activities, your client must use the information
presented in the paragraph and organize it based on content and on time sequence.
The content of the tasks in this section focuses on food, clothing, household items, and
household activities.
Home Activities
WALC 11: Language for Home Activities 30 Copyright © 2007
Copyright LinguiSystems,
© 2007 Inc.
PRO-ED, Inc.
Unscrambling Words
Unscramble each word. The first letter is capitalized and underlined.
Spices Clothing
1. l i D l 1. r S i h t
2. l v o C e s 2. a t P n s
3. e G g n i r 3. f S r a c
4. h m y T e 4. S o c s k
5. B l s i a 5. e h S o s
6. c i a l r G 6. p S i l
7. t a S l 7. G v o l s e
8. e g m N t u 8. o t C a
9. e P r p e p 9. B l e t
10. S e a g 10. r S i k t
Home Activities—Organization
WALC 11: Language for Home Activities 31 Copyright © 2007
Copyright © LinguiSystems,
2007 PRO-ED, Inc.
Unscrambling Words
Unscramble each word. The first letter is capitalized and underlined.
Things in a Things in a
Kitchen Bathroom
1. a s P n 1. o l T w e
2. o k F r 2. a o p S
3. w o B l 3. u T b
4. u s p C 4. a u r t C i n
5. J r a s 5. r o r i M r
6. i S n k 6. I c e S a
7. o l w e T 7. r m H p a e
8. a T e l b 8. T e u s i s s
9. o S n o p 9. i S n k
10. S e v t o 10. a z R o r
Home Activities—Organization
WALC 11: Language for Home Activities 32 Copyright © 2007
Copyright © LinguiSystems, Inc.
2007 PRO-ED, Inc.
Unscrambling Words
Unscramble each word. The first letter is capitalized and underlined.
Things in a Cooking
Living Room Words
1. o f S a 1. a k B e
2. a C r p t e 2. l B i o
3. l o C c k 3. l i r o B
4. p a m L 4. r w B o n
5. P s t a l n 5. R s a o t
6. n i u t C r a 6. m e S m r i
7. o B s k o 7. r W a m
8. a h r i C 8. m t a S e
9. C t s o l e 9. t H a e
Home Activities—Organization
WALC 11: Language for Home Activities 33 Copyright © 2007
Copyright © LinguiSystems,
2007 PRO-ED, Inc.
Unscrambling Sentences
Unscramble each sentence. The first word in the sentence is capitalized.
7. the the to school kids for went she store After left.
_______________________________________________________________
Home Activities—Organization
WALC 11: Language for Home Activities 34 Copyright © 2007
Copyright © LinguiSystems, Inc.
2007 PRO-ED, Inc.
Unscrambling Sentences
Unscramble each sentence. The first word in the sentence is capitalized.
Home Activities—Organization
WALC 11: Language for Home Activities 35 Copyright © 2007
Copyright © LinguiSystems,
2007 PRO-ED, Inc.
Unscrambling Sentences
Unscramble each sentence. The first word in the sentence is capitalized.
Home Activities—Organization
WALC 11: Language for Home Activities 36 Copyright © 2007
Copyright © LinguiSystems, Inc.
2007 PRO-ED, Inc.
Completing a Paragraph
Use the words in the box to fill in the blanks.
The Storm
out in the _____________. Sam and Anita lit two _____________ lamps
Home Activities—Organization
WALC 11: Language for Home Activities 37 Copyright © 2007
Copyright © LinguiSystems,
2007 PRO-ED, Inc.
Completing a Paragraph
Use the words in the box to fill in the blanks.
Antique Shopping
_______________.
Home Activities—Organization
WALC 11: Language for Home Activities 38 Copyright © 2007
Copyright © LinguiSystems, Inc.
2007 PRO-ED, Inc.
Completing a Paragraph
Use the words in the box to fill in the blanks.
Tax Refund
When the Mendozas got their _____________ tax refund, they decided it
money could also help pay some of their medical _____________. After
Home Activities—Organization
WALC 11: Language for Home Activities 39 Copyright © 2007
Copyright © LinguiSystems,
2007 PRO-ED, Inc.
Completing a Paragraph
Use the words in the box to fill in the blanks.
Vacation Time
care of him while they were gone. Frank went ______________ the
house to make sure all the ______________ were locked. They called
Home Activities—Organization
WALC 11: Language for Home Activities 40 Copyright © 2007
Copyright © LinguiSystems, Inc.
2007 PRO-ED, Inc.
Sequencing
Put the following steps in the correct order by numbering them. Then, name the task.
Set A ________________________________
Set B ________________________________
Set C ________________________________
Set D ________________________________
Home Activities—Organization
WALC 11: Language for Home Activities 41 Copyright © 2007
Copyright © LinguiSystems,
2007 PRO-ED, Inc.
Sequencing
Put the following steps in the correct order by numbering them. Then, name the task.
Set A ________________________________
_____ Eat the hamburgers.
_____ Make the hamburger patties.
_____ Put the hamburger patties on buns.
_____ Put the hamburger patties on the grill.
_____ Start the grill.
_____ Cook the hamburger patties.
Set B ________________________________
_____ Get the window cleaner and paper towels.
_____ Decide to wash the windows.
_____ Dry the window.
_____ Put the window cleaner away.
_____ Wash the window.
_____ Clean any spots you missed.
Set C ________________________________
_____ Sort the laundry into separate loads.
_____ Put the laundry away.
_____ Fold the laundry.
_____ Dry the laundry.
_____ Add the laundry soap.
_____ Put a load in the washer.
Set D ________________________________
_____ Tie the top of the bag.
_____ Get a new garbage bag.
_____ Notice the garbage bag is full.
_____ Put a new bag in the garbage can.
_____ Put the full bag out for the garbage collectors.
_____ Pull the full bag out of the garbage can.
Home Activities—Organization
WALC 11: Language for Home Activities 42 Copyright © 2007
Copyright © LinguiSystems, Inc.
2007 PRO-ED, Inc.
Sequencing
Put the following steps in the correct order by numbering them. Then, name the task.
Set A ________________________________
Set B ________________________________
Set C ________________________________
Home Activities—Organization
WALC 11: Language for Home Activities 43 Copyright © 2007
Copyright © LinguiSystems,
2007 PRO-ED, Inc.
Completing a Schedule
Use the clues to fill in Anna’s schedule.
At 6:00 a.m., Anna got up. A half an hour later, she ate breakfast. She raked
leaves at 7:00, and at 8:30, Anna went to visit Rebecca. One hour later, Anna and
Rebecca went to Dawn’s house. At noon, they had lunch and at 1:00 p.m. they
went swimming. At 3:00 they went home. By 4:30 Anna and Rebecca were
watching a movie on TV.
Time Activity
Home Activities—Organization
WALC 11: Language for Home Activities 44 Copyright © 2007
Copyright © LinguiSystems, Inc.
2007 PRO-ED, Inc.
Completing a Schedule
Use the clues to fill in Helen’s schedule.
Before going to her dance class at 11:00, Helen had a two-hour business meeting
with Ali and Jenna. After dance class, she had lunch with her brother, Frank, at
noon. By one, she was shopping with Maria at the mall. After two hours, they were
exhausted, so Helen drove home to watch a movie that started at 3:30. By 4:00 she
was fast asleep in front of the TV.
Time Activity
Home Activities—Organization
WALC 11: Language for Home Activities 45 Copyright © 2007
Copyright © LinguiSystems,
2007 PRO-ED, Inc.
Categorization
Information is stored in the brain in a highly organized, logical manner. One of the systems
we use for storage and retrieval is categorization. The tasks in this section will help your
client reestablish categorizing strategies.
• Tasks that involve listing items needed to complete familiar activities will assist in recall
of multiple words.
• Tasks that require your client to locate five words related to a given category provide the
information as to how many words he must find. That information is not present in the
next tasks where your client must locate multiple items that belong to a category without
knowing exactly how many to find. This encourages language and cognitive processing
and flexible thinking as your client determines which words belong to the given category.
• When naming the category, your client must use the categorizing skill in reverse order
to determine how the task items are related.
The content of the tasks in this section focuses on cleaning items, appliances, rooms in a
house, household items, and food.
Home Activities
WALC 11: Language for Home Activities 46 Copyright © 2007
Copyright LinguiSystems,
© 2007 Inc.
PRO-ED, Inc.
Categorizing—Listing Items
List as many items as you can for each category.
Cleaning Items
1. ______________________ 5. ______________________
2. ______________________ 6. ______________________
3. ______________________ 7. ______________________
4. ______________________ 8. ______________________
Appliances
1. ______________________ 5. ______________________
2. ______________________ 6. ______________________
3. ______________________ 7. ______________________
4. ______________________ 8. ______________________
Rooms in a House
1. ______________________ 5. ______________________
2. ______________________ 6. ______________________
3. ______________________ 7. ______________________
4. ______________________ 8. ______________________
Home Activities—Categorization
WALC 11: Language for Home Activities 47 Copyright © 2007
Copyright © LinguiSystems,
2007 PRO-ED, Inc.
Categorizing—Listing Items
List as many items as you can for each category.
Cooking Items
1. ______________________ 5. ______________________
2. ______________________ 6. ______________________
3. ______________________ 7. ______________________
4. ______________________ 8. ______________________
Bathroom Items
1. ______________________ 5. ______________________
2. ______________________ 6. ______________________
3. ______________________ 7. ______________________
4. ______________________ 8. ______________________
Household Tasks
1. ______________________ 5. ______________________
2. ______________________ 6. ______________________
3. ______________________ 7. ______________________
4. ______________________ 8. ______________________
Home Activities—Categorization
WALC 11: Language for Home Activities 48 Copyright © 2007
Copyright © LinguiSystems, Inc.
2007 PRO-ED, Inc.
Categorizing—Listing Items
List as many items as you can for each category.
Spices
1. ______________________ 5. ______________________
2. ______________________ 6. ______________________
3. ______________________ 7. ______________________
4. ______________________ 8. ______________________
Furniture
1. ______________________ 5. ______________________
2. ______________________ 6. ______________________
3. ______________________ 7. ______________________
4. ______________________ 8. ______________________
Items in a Closet
1. ______________________ 5. ______________________
2. ______________________ 6. ______________________
3. ______________________ 7. ______________________
4. ______________________ 8. ______________________
Home Activities—Categorization
WALC 11: Language for Home Activities 49 Copyright © 2007
Copyright © LinguiSystems,
2007 PRO-ED, Inc.
Categorizing—Selecting 5 Items
Identify five words in each box associated with the word on the left.
Home Activities—Categorization
WALC 11: Language for Home Activities 50 Copyright © 2007
Copyright © LinguiSystems, Inc.
2007 PRO-ED, Inc.
Categorizing—Selecting 5 Items
Identify five words in each box associated with the word on the left.
Home Activities—Categorization
WALC 11: Language for Home Activities 51 Copyright © 2007
Copyright © LinguiSystems,
2007 PRO-ED, Inc.
Categorizing—Selecting Correct Items
Identify the items that belong in each category.
Home Activities—Categorization
WALC 11: Language for Home Activities 52 Copyright © 2007
Copyright © LinguiSystems, Inc.
2007 PRO-ED, Inc.
Categorizing—Selecting Correct Items
Identify the items that belong in each category.
Home Activities—Categorization
WALC 11: Language for Home Activities 53 Copyright © 2007
Copyright © LinguiSystems,
2007 PRO-ED, Inc.
Naming the Category
Name the category for each list of items.
Home Activities—Categorization
WALC 11: Language for Home Activities 54 Copyright © 2007
Copyright © LinguiSystems, Inc.
2007 PRO-ED, Inc.
Naming the Category
Name the category for each list of items.
Home Activities—Categorization
WALC 11: Language for Home Activities 55 Copyright © 2007
Copyright © LinguiSystems,
2007 PRO-ED, Inc.
Naming the Category
Name the category for each list of items.
Home Activities—Categorization
WALC 11: Language for Home Activities 56 Copyright © 2007
Copyright © LinguiSystems, Inc.
2007 PRO-ED, Inc.
Reasoning
The tasks in this section involve the skill of being able to use salient information to deduce
an answer. To encourage thought flexibility as well as to discourage fixation, items within a
task are not always uniform (e.g., some questions require a specific answer while others may
have more than one right answer).
• When making word deductions, your client must reason how the words relate and utilize
convergent reasoning to determine the answer.
• For category exclusion, your client must be able to compare and contrast multiple words
to deduce which of the words does not belong with the others.
• Sentence and picture analogies involve deducing how the first pair of items are related
and then carrying over that process so it is reflected in the second set of items.
• When determining if sentences are true or false, your client must be able to read the
sentence, compare it to his knowledge, and then determine its correctness.
• For tasks involving comparing sentences to determine if they mean the same thing,
your client needs to ascertain if word order affects the meaning or if the content in one
sentence means the same as the other sentence. He must then make a determination
based on grammar, word order, and content.
• The tasks for evaluating information incorporate a unique format in that they are more
subjective. The items address things your client would or would not do depending upon
his knowledge and background. This allows your client to have more freedom in his
responses as they are based on his own personal preferences.
• The deductive reasoning tasks give practice using clues to determine which item fits the
given content. They also incorporate an exclusion principle as it is easier to determine
the answer by eliminating all unrelated items.
The content of the tasks in this section focuses on objects used around the home to complete
familiar activities, home furnishings, household activities, and household chores.
Home Activities
WALC 11: Language for Home Activities 57 Copyright © 2007
Copyright LinguiSystems,
© 2007 Inc.
PRO-ED, Inc.
Making Word Deductions
What item is described by the clue words?
Home Activities—Reasoning
WALC 11: Language for Home Activities 58 Copyright © 2007
Copyright © LinguiSystems, Inc.
2007 PRO-ED, Inc.
Making Word Deductions
What item is described by the clue words?
Home Activities—Reasoning
WALC 11: Language for Home Activities 59 Copyright © 2007
Copyright © LinguiSystems,
2007 PRO-ED, Inc.
Making Word Deductions
What item is described by the clue words?
Home Activities—Reasoning
WALC 11: Language for Home Activities 60 Copyright © 2007
Copyright © LinguiSystems, Inc.
2007 PRO-ED, Inc.
Determining Category Exclusions
Mark the word that does not belong with the others.
Home Activities—Reasoning
WALC 11: Language for Home Activities 61 Copyright © 2007
Copyright © LinguiSystems,
2007 PRO-ED, Inc.
Determining Category Exclusions
Mark the word that does not belong with the others.
Home Activities—Reasoning
WALC 11: Language for Home Activities 62 Copyright © 2007
Copyright © LinguiSystems, Inc.
2007 PRO-ED, Inc.
Completing Picture Analogies
Circle the picture on the right that solves each analogy.
is to as is to
is to as is to
is to as is to
is to as is to
Home Activities—Reasoning
WALC 11: Language for Home Activities 63 Copyright © 2007
Copyright © LinguiSystems,
2007 PRO-ED, Inc.
Completing Picture Analogies
Circle the picture on the right that solves each analogy.
is to as is to
is to as is to
is to as is to
is to as is to
Home Activities—Reasoning
WALC 11: Language for Home Activities 64 Copyright © 2007
Copyright © LinguiSystems, Inc.
2007 PRO-ED, Inc.
Completing Sentence Analogies
Complete the analogies.
Home Activities—Reasoning
WALC 11: Language for Home Activities 65 Copyright © 2007
Copyright © LinguiSystems,
2007 PRO-ED, Inc.
Completing Sentence Analogies
Complete the analogies.
6. A spoon is used for eating soup; a fork is used for eating __________________.
Home Activities—Reasoning
WALC 11: Language for Home Activities 66 Copyright © 2007
Copyright © LinguiSystems, Inc.
2007 PRO-ED, Inc.
Modifying Sentence Incongruities
Replace a word or phrase in each sentence that doesn’t make sense.
4. The children got home from school just before three in the morning.
________________________________________________________________
5. When her car broke down, Judy called the emergency plumbing service.
________________________________________________________________
8. When the bag was empty, she put a new one in the vacuum cleaner.
________________________________________________________________
Home Activities—Reasoning
WALC 11: Language for Home Activities 67 Copyright © 2007
Copyright © LinguiSystems,
2007 PRO-ED, Inc.
Modifying Sentence Incongruities
Replace a word or phrase in each sentence that doesn’t make sense.
3. He decided not to use the lamp because the bulb was frayed.
________________________________________________________________
Home Activities—Reasoning
WALC 11: Language for Home Activities 68 Copyright © 2007
Copyright © LinguiSystems, Inc.
2007 PRO-ED, Inc.
Modifying Sentence Incongruities
Replace a word or phrase in each sentence that doesn’t make sense.
10. The neighbors sprinkled sugar on the sidewalk to melt the ice.
________________________________________________________________
Home Activities—Reasoning
WALC 11: Language for Home Activities 69 Copyright © 2007
Copyright © LinguiSystems,
2007 PRO-ED, Inc.
Determining if Statements Are True or False
Write T on the line if the statement is true. Write F if the statement is false.
Home Activities—Reasoning
WALC 11: Language for Home Activities 70 Copyright © 2007
Copyright © LinguiSystems, Inc.
2007 PRO-ED, Inc.
Determining if Statements Are True or False
Write T on the line if the statement is true. Write F if the statement is false.
_____ 1. Pickle relish can be eaten with hamburgers and hot dogs.
_____ 13. Pepper helps melt the ice on sidewalks in the winter.
_____ 15. Many ovens have timers to tell you when baked goods are done.
Home Activities—Reasoning
WALC 11: Language for Home Activities 71 Copyright © 2007
Copyright © LinguiSystems,
2007 PRO-ED, Inc.
Determining if Statements Are True or False
Write T on the line if the statement is true. Write F if the statement is false.
_____ 1. Dark and white clothes should be washed together in hot water.
_____ 10. A chair seats one person and a sofa seats two or three.
_____ 13. You should rinse your hair after shampooing it.
_____ 15. Grass grows faster in the spring than in the winter.
Home Activities—Reasoning
WALC 11: Language for Home Activities 72 Copyright © 2007
Copyright © LinguiSystems, Inc.
2007 PRO-ED, Inc.
Determining if Statements Are True or False
Write T on the line if the statement is true. Write F if the statement is false.
_____ 10. Pickles are made from onions, carrots, and radishes.
_____ 15. You receive an electrical bill in the mail every day.
Home Activities—Reasoning
WALC 11: Language for Home Activities 73 Copyright © 2007
Copyright © LinguiSystems,
2007 PRO-ED, Inc.
Determining if Statements Are True or False
Write T on the line if the statement is true. Write F if the statement is false.
_____ 2. The weather forecast can be helpful when planning your day’s activities.
_____ 5. Some people use plant food to help plants stay healthy.
_____ 6. A doorbell tells you when you are getting a phone call.
_____ 14. You should never lock the door when you leave home.
Home Activities—Reasoning
WALC 11: Language for Home Activities 74 Copyright © 2007
Copyright © LinguiSystems, Inc.
2007 PRO-ED, Inc.
Comparing Sentence Content
Write S on the line if the sentences mean about the same. Write D if the sentences
have different meanings.
_____ 2. After they ate salad, they had soup and sandwiches.
They had soup and salad for dinner.
Home Activities—Reasoning
WALC 11: Language for Home Activities 75 Copyright © 2007
Copyright © LinguiSystems,
2007 PRO-ED, Inc.
Comparing Sentence Content
Write S on the line if the sentences mean about the same. Write D if the sentences
have different meanings.
_____ 1. When the sun was directly overhead, they had lunch.
They had their lunch at noon.
_____ 2. The cake sank in the middle when she opened the oven door.
She opened the oven door to see if the cake was done.
_____ 3. You can make a new lining by using the old one for a pattern.
By using the old lining as a pattern, you can make a new lining.
Home Activities—Reasoning
WALC 11: Language for Home Activities 76 Copyright © 2007
Copyright © LinguiSystems, Inc.
2007 PRO-ED, Inc.
Comparing Sentence Content
Write S on the line if the sentences mean about the same. Write D if the sentences
have different meanings.
Home Activities—Reasoning
WALC 11: Language for Home Activities 77 Copyright © 2007
Copyright © LinguiSystems,
2007 PRO-ED, Inc.
Evaluating Information
Write Yes on the blank if it is something you would do when doing laundry.
Write No if it is not something you would do.
_______ 10. Dry the clothes a day or two after washing them.
_______ 13. Hang pants, shirts, socks and shoes in the closet.
Home Activities—Reasoning
WALC 11: Language for Home Activities 78 Copyright © 2007
Copyright © LinguiSystems, Inc.
2007 PRO-ED, Inc.
Evaluating Information
Write Yes on the blank if it is something you would do to lose weight.
Write No if it is not something you would do.
Home Activities—Reasoning
WALC 11: Language for Home Activities 79 Copyright © 2007
Copyright © LinguiSystems,
2007 PRO-ED, Inc.
Evaluating Information
Write Yes on the blank if it is something you would do when making dinner.
Write No if it is not something you would do.
_______ 1. Make sure you know how many people will be eating dinner.
_______ 3. Cook foods that are full of salt and high in calories.
_______ 10. Choose some loud rock music for background sound.
_______ 13. Let everyone know what time you will be eating.
_______ 15. Put leftovers in containers and put them in the fridge.
Home Activities—Reasoning
WALC 11: Language for Home Activities 80 Copyright © 2007
Copyright © LinguiSystems, Inc.
2007 PRO-ED, Inc.
Evaluating Information
Write Yes on the blank if it is something you would do when the electricity goes off.
Write No if it is not something you would do.
_______ 7. Call your friends in another state to see if their lights are out.
_______ 9. Turn off the appliances that were on when the lights went out.
Home Activities—Reasoning
WALC 11: Language for Home Activities 81 Copyright © 2007
Copyright © LinguiSystems,
2007 PRO-ED, Inc.
Evaluating Information
Write Yes on the blank if it is something you would do when you drive.
Write No if it is not something you would do.
_______ 4. Keep one foot on the brake and the other on the gas pedal.
_______ 10. Speed up to get through yellow lights before they turn red.
_______ 14. Keep an eye on the other drivers and drive defensively.
Home Activities—Reasoning
WALC 11: Language for Home Activities 82 Copyright © 2007
Copyright © LinguiSystems, Inc.
2007 PRO-ED, Inc.
Using Deductive Reasoning
3. Between the jug and the candlesticks are a small basket and a picture.
The picture is to the left of the basket.
Home Activities—Reasoning
WALC 11: Language for Home Activities 83 Copyright © 2007
Copyright © LinguiSystems,
2007 PRO-ED, Inc.
Using Deductive Reasoning
1 2 3
4 5 6
Use the clues to determine which mug is on sale. Cross off mugs until you are left
with one. The mug that is left is the one on sale.
Home Activities—Reasoning
WALC 11: Language for Home Activities 84 Copyright © 2007
Copyright © LinguiSystems, Inc.
2007 PRO-ED, Inc.
Using Deductive Reasoning
1 2 3
4 5 6
Use the clues to determine which is Myrtle’s pet. Cross off the animals it can’t be
until you are left with one. The one that is left is Myrtle’s pet.
1. Myrtle has always been afraid of rodents. She would never have a pet that looks
like a mouse or a rat.
2. She has trouble walking, so she does not have a pet that needs to be walked.
3. She has always thought that birds are too messy, so she doesn’t have a pet bird.
Home Activities—Reasoning
WALC 11: Language for Home Activities 85 Copyright © 2007
Copyright © LinguiSystems,
2007 PRO-ED, Inc.
Using Deductive Reasoning
1 2 3
4 5 6
Trisha is trying to decide what to buy for her living room. Use the clues to determine
what she bought. Cross off furniture until you are left with one. The one that is left is
what Trisha bought.
1. She needed something to cover a spot on the wall, so it had to have a back.
2. Trisha thought that the straight back chair was too uncomfortable, so she didn’t
buy it.
4. She always loved rocking chairs because her mother had one, but she knew her
husband wouldn’t find a rocker comfortable when he was watching TV.
Home Activities—Reasoning
WALC 11: Language for Home Activities 86 Copyright © 2007
Copyright © LinguiSystems, Inc.
2007 PRO-ED, Inc.
Using Deductive Reasoning
1 2 3
4 5 Humanitarian trip 6
to assist in the
Camping trip to a state
rebuilding in Trip to Europe
park in the mountains
a hurricane
devastated area
Joe and Mary Smith and their two teenage sons are discussing what they should
do for their summer vacation. Use the clues to determine what they decided to do.
Cross off the choices until you are left with one. The one left is what they chose.
1. Money was a little short, so they knew they couldn’t fly overseas.
2. The last thing Joe wanted to do was spend a lot of time with relatives.
3. Mary strongly expressed that she didn’t want to deal with the bugs on a
camping trip.
4. All four felt like they wanted to get away from the house for their vacation.
5. As they had been to Disney World before, they decided not to go there again
this trip.
Home Activities—Reasoning
WALC 11: Language for Home Activities 87 Copyright © 2007
Copyright © LinguiSystems,
2007 PRO-ED, Inc.
Picture/Paragraph Comprehension
People who experience some form of brain dysfunction often have difficulty with visual skills.
They may have trouble interpreting what they see. They may have difficulty ascertaining
specific items in a picture from the picture as a whole. They may have visual-spatial
difficulties and be unable to determine where the items in a picture are in relation to the
other items. Thus, this section presents several pictures with questions that target those
difficulties to provide a structured approach for assisting in remediation of those skill areas.
Frequently, your client may be able to comprehend, manipulate, and deduce answers for
stimuli that involves only a few words or a sentence, but his skills deteriorate as the length
is increased to the paragraph level. This section includes paragraph comprehension tasks
in order to help your client improve his ability to comprehend and retain lengthier written
information.
The tasks in this section provide pictures related to painting and home repairs. The
paragraphs relate to home repair situations your client may have or may encounter.
Home Activities
WALC 11: Language for Home Activities 88 Copyright © 2007
Copyright LinguiSystems,
© 2007 Inc.
PRO-ED, Inc.
Answering Questions About a Picture
Look at the picture and answer the questions.
10. Has anything like this ever happened to you? What did you do?
5. How do you know there is more than one child in the family?
The familiar and relevant content will increase your client’s interest as it taps into information
stored in his remote memory. This will make your client feel like the tasks apply directly to
him. These tasks are designed to utilize your client’s foundational skills to improve language
and cognitive processing, sentence formulation, and verbal expression.
Word Finding
Everyone has some degree of word-finding difficulty, but for someone who has a brain
dysfunction, the frequency of anomic difficulties is intensified. A client will frequently
attempt to rationalize that he cannot remember a word because it is not familiar to him.
However, the familiarity of content in these tasks will increase your client’s awareness that
he indeed has difficulty with word finding and will encourage him to remediate the problem.
The tasks in this section address several layers of naming skills, including the following.
• confrontational naming
• making associations
• matching words to definitions
• naming objects from descriptions
• naming whole objects when given a part
• comparing items to determine which fit a superlative condition
• listing items from tasks
The tasks target word finding related to tools, making home repairs, home maintenance
chores, painting, plumbing, carpentry, and electrical work.
thermometer
scaffold
hard hat
stepladder
caulking gun
ballpeen hammer
extension light
pulley
hacksaw
tin snips
cordless drill
screwdriver
handsaw
putty knife
wrench
counter hammer
circuit sink
claw nut
dry wall
hardware drill
caulking bolt
wing iron
rain breaker
sump wood
soldering gun
extension cord
pressure-treated tack
toggle gutter
thumb store
cordless pump
machine jamb
putty mower
sand blade
smoke hole
ballpeen screw
tin brush
pilot detector
door paper
screw hammer
lawn ladder
step tools
power driver
paint trimmer
saw knife
hedge snips
monkey roller
latex tile
snow blower
sledge screwdriver
needlenose wrench
paint hammer
duct snake
fiberglass tape
Venetian plug
3-prong blinds
chain saw
plumber’s gun
ceramic insulation
staple paint
1. _____ asphalt
a. a tool used for driving in nails
13. This melts the ice off walks in the winter. ________________________
1. ______________________ 3. ______________________
2. ______________________ 4. ______________________
Painting a Room
1. ______________________ 3. ______________________
2. ______________________ 4. ______________________
Building Bookshelves
1. ______________________ 3. ______________________
2. ______________________ 4. ______________________
Barbecueing
1. ______________________ 3. ______________________
2. ______________________ 4. ______________________
1. ______________________ 3. ______________________
2. ______________________ 4. ______________________
1. ______________________ 3. ______________________
2. ______________________ 4. ______________________
Hanging a Picture
1. ______________________ 3. ______________________
2. ______________________ 4. ______________________
Maintaining a Car
1. ______________________ 3. ______________________
2. ______________________ 4. ______________________
• In tasks where your client unscrambles words, he first needs to recall word possibilities
within the category and make an organized decision for which word is the correct item.
Then he needs to order the letters correctly to form the word.
• When unscrambling words to make a sentence related to tools and repairs, completing
paragraphs related to common household problems, or sequencing the steps of home
repair activities, your client must use the content in an organized, progressive manner.
• When completing the scheduling activities, your client must use the information
presented in the paragraph and organize it based on content and on time sequence.
The content of the tasks in this section focuses on carpentry, tools, electricity, household
chores, and home repair.
1. a S w 1. h e C s i l
2. o W d o 2. w r o l T e
3. i a S n t 3. l r i D l
4. o n t i J 4. m H m a e r
5. V n a s r i h 5. l e L v e
6. l p C a m 6. e l a P n
7. o e w I D 7. e l i P r s
8. n B o d 8. r d v c r r w i S e e
9. e v B l e 9. n T i n s Si p
10. W d g e e 10. e r n h c W
1. t t W a 1. a t n P i
2. u e s F 2. u C l k a
3. h S k c o 3. u r t o G
4. o r C d 4. n S a d
5. r o e w P 5. l e u G
6. p k r S a 6. i O l
7. l g P u 7. h s o l P i
8. r i W e 8. a S t n i
9. m s p A 9. r c a S e p
10. h w t i S c 10. i h t T e g n
1. r e a W t 1. e o S v t
2. l W l a 2. n a C p e O n r e
3. a e P r p 3. o c l C k a Ri d o
4. p S r t i s 4. w i M a v c o r e
5. d r a e d L 5. e f C o f e k m a r e
6. s o R l l 6. t T s a e o r
7. m S a e 7. h W e s a r
8. a r t t e P n 8. o r g f R a e i e r t r
9. B s u h r 9. w e r D s h a i h s
10. n f K i e 10. y r D r e
wire ______________ to clean the soot and rust off. Then try moving the
because too many ______________ are needed to get from one work
______________ and easier changes that will make better use of the
space you have and keep ______________ you need within reach.
If your ______________ heater won’t turn on, you should first examine
the plug, the plug is broken, or the prongs are _______________, you
should replace the plug. If this isn’t the problem, then check the
on, you can be sure the wall outlet isn’t working and it’s time to call the
the problem.
Installing Rivets
Insert the rivet ______________ these holes. Next, hammer the tail
catch the surface of the material. Finally, set the scored end with a
Set A ________________________________
_____ Pump up and down vigorously several times.
_____ Get out the plunger.
_____ Check to see if water will go down the drain.
_____ Notice the kitchen drain seems clogged.
_____ Put the plunger over the drain opening.
Set B ________________________________
_____ Put the mower away.
_____ Walk out to the shed.
_____ Fill the mower with gas.
_____ Mow the lawn.
_____ Get the mower from the shed.
Set C ________________________________
_____ Hammer a picture hanger on the spot.
_____ Make sure the picture is hanging straight.
_____ Mark a spot on the wall.
_____ Hang the picture on the hanger.
_____ Choose a picture to hang.
Set D ________________________________
_____ Wipe the wall with a damp cloth.
_____ Move furniture away from the wall.
_____ Put down a drop cloth.
_____ Clean up.
_____ Paint the wall.
Set A ________________________________
_____ Rinse the pieces and dry thoroughly.
_____ Exert pressure on the mend.
_____ Bring the pieces together so they are interlocked.
_____ Clean the plate’s broken edges with a mild detergent.
_____ Leave the plate in place until the glue dries.
_____ Apply a thin coating of glue along both edges.
Set B ________________________________
_____ Take the plank’s measurements.
_____ Pry out the rotten plank.
_____ Nail the new plank in place.
_____ Buy a replacement plank.
_____ Cover the space so someone doesn’t fall in.
_____ Coat the new plank with preservative.
Set C ________________________________
_____ Prepare the soil.
_____ Weed when necessary.
_____ Plant the seedlings.
_____ Pick the vegetables.
_____ Decide where you want the vegetable garden.
_____ Water the seedlings.
Set D ________________________________
_____ Polish when the wax dries.
_____ Wash the car.
_____ Wipe off any spots missed.
_____ Let the water dry off the car.
_____ Rinse the car.
_____ Apply wax.
Set A ________________________________
_____ After you put the pins in the sockets, turn the tube ¼ of the way around
to make it fit snug.
_____ A fluorescent bulb is held in the light fixture by pins at either end of the
tube that are pushed into the sockets.
_____ If the light flickers, try turning the tube to make the connection better.
Set B ________________________________
Set C ________________________________
_____ It can be very frustrating to get caught in a room because the doorknob
came off in your hand.
_____ Use a screwdriver to tighten the screws that hold the knob in place.
_____ To prevent this, you will want to fix it right away instead of waiting.
Set D ________________________________
_____ To prevent the clips from getting loose, use the correct fasteners.
_____ Use toggle bolts to secure the clips on a hollow wall.
_____ If the wall is solid, the mirror will need expansion fasteners and screws.
_____ An unframed mirror should be mounted with clips along the top, bottom,
and sides.
You have three major tasks to complete this weekend—caulking the tub,
painting your bedroom, and wallpapering the bathroom. You want to watch
your favorite team play football. List the steps you need to follow so you finish
the tasks before the game begins.
You know you’ll need supplies from the hardware store, so first you check
what you have at home and then make a list of what you need. When you
get home from the hardware store, you paint the bedroom and quickly
clean up the drop cloths, brushes, rollers, paints, and pans. Then, it’s on to
wallpapering the bathroom. Before you wallpaper, you wash down the
walls. While the paper is drying, you caulk the bathtub. You clean up the
bathroom just as the pregame show ends. By now, you’re ready for the game
and a nap!
1st _______________________________________________________________
2nd _______________________________________________________________
3rd _______________________________________________________________
4th _______________________________________________________________
5th _______________________________________________________________
6th _______________________________________________________________
7th _______________________________________________________________
8th _______________________________________________________________
9th _______________________________________________________________
Last _______________________________________________________________
John needs to plan his morning. He needs to finish his errands by noon so he
can pick up a lumber order at the home improvement center. John plans to get
up at 8:00, shower, and eat breakfast so he can be out of the house by 8:45.
John knows he has to stop at the bank to get some money after he gets
gas. The hardware store and gas station don’t open until 10:00. Since the
hardware store is next to the home improvement center, John will go to the
hardware store on his way to the home improvement center.
The post office and Farm and Family Center are closest to John’s house and
they are open the earliest. There is usually a line at the post office by 9:30,
so he plans to be there before then. He wants to be at the gas station when it
opens. He plans on being at the AutoStore at 11:00.
8:00 ______________________________________________________________
9:00 ______________________________________________________________
9:30 ______________________________________________________________
10:00 ______________________________________________________________
10:30 ______________________________________________________________
11:00 ______________________________________________________________
11:30 ______________________________________________________________
12:00 ______________________________________________________________
• Tasks that involve listing items needed to complete familiar activities will assist in recall
of multiple words.
• Tasks that require your client to locate five words related to a given category provide the
information as to how many words he must find. That information is not present in the
next task where your client must locate multiple items that belong to a category without
knowing exactly how many to find. This encourages language and cognitive processing
and flexible thinking as your client determines which words belong to the given category.
• When naming the category, your client must use the categorizing skill in reverse order
to determine how the task items are related.
The content of the tasks in this section focuses on tools, hardware, painting, and building
materials.
Hand Tools
1. ______________________ 5. ______________________
2. ______________________ 6. ______________________
3. ______________________ 7. ______________________
4. ______________________ 8. ______________________
1. ______________________ 5. ______________________
2. ______________________ 6. ______________________
3. ______________________ 7. ______________________
4. ______________________ 8. ______________________
Parts of a Car
1. ______________________ 5. ______________________
2. ______________________ 6. ______________________
3. ______________________ 7. ______________________
4. ______________________ 8. ______________________
1. ______________________ 5. ______________________
2. ______________________ 6. ______________________
3. ______________________ 7. ______________________
4. ______________________ 8. ______________________
Things in a Toolbox
1. ______________________ 5. ______________________
2. ______________________ 6. ______________________
3. ______________________ 7. ______________________
4. ______________________ 8. ______________________
1. ______________________ 5. ______________________
2. ______________________ 6. ______________________
3. ______________________ 7. ______________________
4. ______________________ 8. ______________________
1. ______________________ 5. ______________________
2. ______________________ 6. ______________________
3. ______________________ 7. ______________________
4. ______________________ 8. ______________________
1. ______________________ 5. ______________________
2. ______________________ 6. ______________________
3. ______________________ 7. ______________________
4. ______________________ 8. ______________________
1. ______________________ 5. ______________________
2. ______________________ 6. ______________________
3. ______________________ 7. ______________________
4. ______________________ 8. ______________________
• When making word deductions, your client must reason how the words relate and utilize
convergent reasoning to determine the answer.
• For category exclusion, your client must be able to compare and contrast multiple words
to deduce which of the words does not belong with the others.
• Sentence and picture analogies involve deducing how the first pair of items are related
and then carrying over that process so it is reflected in the second set of items.
• When determining if sentences are true or false, your client must be able to read the
sentence, compare it to his knowledge, and then determine its correctness.
• For tasks involving comparing sentences to determine if they mean the same thing,
your client needs to ascertain if word order affects the meaning or if the content in one
sentence means the same as the other sentence. He must then make a determination
based on grammar, word order, and content.
• The tasks for evaluating information incorporate a unique format in that they are more
subjective. The items address things your client would or would not do depending upon
his knowledge and background. This allows your client to have more freedom in his
responses as they are based on his own personal preferences.
• The deductive reasoning tasks give practice using clues to determine which item fits the
given content. They also incorporate an exclusion principle as it is easier to determine
the answer by eliminating all unrelated items.
The content of the tasks in this section focuses on home and garden tools and equipment
and home repair.
is to as is to
is to as is to
is to as is to
is to as is to
is to as is to
are to as are to
is to as is to
is to as is to
6. Rim means the same as edge; portion means the same as _________________.
13. A rug is used in the living room; linoleum is used in the ____________________.
15. Storm windows are used in the winter; screens are used in the
_________________________________________________________________.
2. Gloves are worn on the hands; goggles are worn on the ____________________.
3. Walls are made from brick; floors are made from __________________________.
14. Toggle bolts are used on hollow walls; expansion fasteners are used on
_________________________________________________________________.
15. Gasoline is made from oil; boards are made from _________________________.
5. A damper is a movable metal plate that controls the amount of air that goes
up the rain spout.
________________________________________________________________
4. A wing nut has flared sides you can tighten with your teeth.
________________________________________________________________
_____ 6. A clogged drain can always be opened by running the water full force.
_____ 10. If your screen door won’t shut, it may be because the springs and
door checks are loose.
_____ 11. It’s safe to replace an electrical outlet without turning off the electricity.
_____ 12. The best way to check that an outlet is working is to stick a metal
object into it.
_____ 13. If there is a strong odor of gas in a room, don’t light any matches.
_____ 14. It’s a good idea to hammer down and countersink protruding nails.
_____ 4. If the burners on a gas range aren’t working, check to see if the pilot
light is out.
_____ 6. When the holes in a showerhead close, it’s probably because minerals
in the water are plugging them.
_____ 7. It won’t help keep cold air out if you weather strip windows.
_____ 8. The main switch for a home’s electricity is located under the kitchen sink.
_____ 14. Rubbing soap on the threads of a screw makes it easier to turn in
the wood.
_____ 1. When you replace a machine screw, the new one should be exactly the
same size as the one you are replacing.
_____ 8. Before washing wallpaper, test a small area that can’t easily be seen.
_____ 9. Use a lot of hot, soapy water when washing a painted wall.
_____ 11. Periodically check the cords and plugs of electrical appliances.
_____ 12. Lights that go out in one part of a home and not another indicates
a circuit breaker may have tripped.
_____ 13. Turn off the circuit breaker before working on something electrical.
_____ 14. You should always use glue to attach carpets to floors.
_____ 15. You should check the oil in your car every day.
_____ 2. If the electricity goes out, it’s a good idea to turn off the lamps
and appliances.
_____ 5. All homes are cooled with window unit air conditioners.
_____ 8. You should wear goggles or safety glasses when using a chain saw.
_____ 11. A snow shovel and snow blower are useful in cold winter climates.
_____ 12. Metal washers are used to attach drill bits to the drill.
_____ 11. Epoxy and rubber cement are types of floor coverings.
_____ 12. Extra nails and screws can be stored in boxes or jars.
_____ 13. A patio can be made from brick, flagstone, and barrels.
_____ 4. Use rubber or contact cement to glue the dish pieces back together.
Seal the edges of the plate with an adhesive.
_____ 9. Water vapor from the bathroom can cause wall damage.
Excessive moisture from various sources affects walls in rooms.
_____ 6. To insure that wood won’t move when cutting, put it in a vise.
A vise will hold wood steady when you are cutting it.
_____ 3. Walls lower than three feet will probably not require a permit.
A permit is needed when building an addition on your home.
_______ 1. Cover the old paint with one thick coat of new paint.
_______ 3. Look at the paint samples in daylight and under electric light before
making a final decision.
_______ 8. Use a paint roller or wide brush on the woodwork and trim.
_______ 11. Cover the furniture and floor with a drop cloth.
_______ 14. Apply a coat of primer before using latex paint over oil-based paint.
_______ 15. Paint the ceiling black if the walls are white.
_______ 1. Push a broom handle down the pipe to loosen the obstruction.
_______ 3. Run the water hard to push the clog down the drain.
_______ 4. Take all the pipes apart and find the clog.
_______ 6. Let the clog sit for a couple of days because time will work the
clog loose.
_______ 8. Once the clog is cleared, run the water for a few minutes.
_______ 11. Try plunging it. If that doesn’t work, use a chemical cleaner.
_______ 12. Remove all the water and debris from the basin.
_______ 13. Permanently turn off all the water to all pipes in the house.
_______ 14. Turn the faucet on and let it run for 20 minutes.
_______ 2. Spread the plug prongs out so they fit firmly into the outlet.
_______ 8. Take off the cover and vacuum out the dust inside the unit.
_______ 10. Throw it out and then go buy a new air conditioner.
_______ 12. Clean the filter, adjust the dials, and check the plug.
_______ 15. Take it apart and see if you can fix it.
_______ 4. Make sure your feet and the rungs are free from grease.
_______ 6. Face the ladder, hold it with both hands, and place your feet firmly on
each rung as you climb.
_______ 9. Hold the ladder with one hand as you climb up and down.
_______ 11. Wash off the roller, the inner canister, and motor.
_______ 12. Plug the vacuum in, turn it on, and take the motor apart.
_______ 13. Check that all the dials are set correctly.
Use the clues to determine which hammer the carpenter used. Cross off hammers
until you are left with one. The hammer that is left is the one the carpenter used.
4. It was not used for prying off the lids of wooden crates.
5. He not only needed the hammer for driving in nails but also for removing nails.
fiberglass
utility sink
drainboard sink
with backsplash
stainless steel sink
portable
round
soak sink
self-rimming sink
Use the clues to determine which sink the Smiths bought for their home. Cross off
sinks until you are left with one. The one that is left is the sink the Smiths bought.
4. A double bowl sink or one with a drainboard was too large for the area.
A B C
D E F
Use the clues to determine which pair of shears or scissors the tailor used. Cross
off pairs until you are left with one. The pair that is left is the one the tailor used.
1. He needed ones with a sharp tip, so the blunt-point ones were eliminated.
3. Since he was not cutting wires, he didn’t need the electrician’s scissors.
5. Out of the two remaining shears, he decided to use the ones that were not
straight handled so the material wasn’t lifted too high while he was cutting.
Rex
Chris
Skip
Bob
Four carpenters (Rex, Chris, Skip, Bob) are doing work at a house. One of them is
the supervisor. The other three are working in three different areas: the basement,
the porch, and the attic.
Use the clues to determine who is the supervisor and where each carpenter is working.
1. From where he is working, Rex can hear the carpenter who is working on the porch.
5. Rex and the supervisor discussed the shelving Rex will build in the basement.
Pete
Paul
Pat
Preston
Pete, Paul, Pat, and Preston are all contractors. They are a plumber, mason, roofer,
and painter.
1. Pete, who is not the painter, drives to work with the mason.
2. The painter bowls with Pat on Tuesdays and goes to Rotary Club meetings
with Preston.
4. The mason and the painter are the only two who attend Rotary Club meetings.
*************************************************************************************************
Jack, Alice, Candie, and Tony are two sets of workers. Tony does plumbing but not
with Jack. Candie does landscaping but not with Alice.
Frequently, your client may be able to comprehend, manipulate, and deduce answers for
stimuli that involves only a few words or a sentence, but his skills deteriorate as the length
is increased to the paragraph level. This section includes paragraph comprehension tasks
in order to help your client improve his ability to comprehend and retain lengthier written
information.
The tasks in this section provide pictures related to painting and home repairs. The
paragraphs relate to home repair situations your client may have or may encounter.
To replace a step, first buy a new piece of wood. Before you nail the
piece down, paint the underside of it with wood preservative. You can
buy wood preservative at a hardware or home improvement store.
Use the preservative on the stringer supports too. Next, nail the new
board in place. Countersink the nails with a tool called a nail set.
Then, fill the holes over the nail heads with plastic wood or some other
kind of wood filler. Finally, paint or stain the step to match the rest of
the steps.
5. What do you use to fill the holes over the nail heads?
6. What can you use so the new step matches the other steps?
7. If you don’t know what a stringer support is, where could you find out about it?
Sweating Pipes
Cold water pipes can be found in the basement ceiling or leading into
the bathroom or kitchen sink. If the pipes are exposed, they collect
moisture from the air, or sweat. Pipes sweat more often in the winter
when the house is heated. The moisture, or condensation, drips onto
the floor and can cause damage. An easy way to solve the problem
is to wrap the pipes with insulating material. Fiberglass insulation
is an ideal material found in any hardware or building supply store.
Purchase insulation that is waterproof or has a waterproof outside
covering. If you use waterproof insulation, you only need to wrap the
pipe once. If you use a non-waterproof insulation, you will need to
add a waterproof wrapping over the insulation.
6. If you use waterproof insulation, how many times do you need to wrap the pipe?
Creaking Stairs
It’s easy to reduce or eliminate the creaking in stairs that are open.
Here are three suggestions.
• Insert a small wooden wedge between the tread and the stringer.
1. How many ways can you fix a creak in stairs that are open?
2. How many ways can you fix a creak in stairs that are enclosed?
6. What can you put through the treads and into the risers on an open staircase?
Boghal, S.K., Teasell, R.W., Foley, N.C., & Speechley, M.R. (2003). Rehabilitation of aphasia: More is
better. Topics in Stroke Rehabilitation, 10(2), 66-76.
Carney, N., Chestnut, R., Maynard, H., Mann, N.C., Patterson, P., & Helfand, M. (1999). Effect of
cognitive rehabilitation on outcomes for persons with traumatic brain injury: A systematic review.
Journal of Head Trauma Research, 14(3), 277-307.
Cicerone, K.D., Dahlberg, C., Kalmar, K., Langenbahn, 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., 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.
Coelho, C.A., DeRuyter, F., & Stein, M. (1996). Treatment efficacy: Cognitive-communication
disorders resulting from traumatic brain injury in adults. Journal of Speech and Hearing
Research, 39(5), S5-S17.
Winocur, G., Craik, F.I.M., Levine, B., Robertson, I.H., Binns, M.A., Alexander, M., et al. (2007).
Cognitive rehabilitation in the elderly: Overview and future directions. Journal of the International
Neuropsychological Society, 13, 166-171.
Helms-Estabrooks, N., & Albert, M.L. (2005). Manual of aphasia and aphasia therapy. Austin, TX:
Pro-Ed, Inc.
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.
Black & Decker. (2001). The complete photo guide to home improvement: Over 1700 photos, 250
step-by-step projects. Chanhassen, MN: Creative Publishing International.
Creative Publishing International. (2004). The complete photo guide to home repair: With 350
projects and 2300 photos. Chanhassen, MN: Author.
Family Handyman Magazine Editors. (2005). Complete do-it-yourself manual: Completely revised
and updated. Pleasantville, NY: Reader’s Digest.
Reader’s Digest Editors. (1996). New fix-it-yourself manual: How to repair, clean, and maintain
anything and everything in and around your home. Pleasantville, NY: Reader’s Digest.
Sussman, J., & Glakas-Tenet, S. (2002). Dare to repair: A do-it-herself guide to fixing (almost)
anything around the house. NYC: HarperCollins Publishers.
Organizations
References
Liles, M.D., & Liles, R.M. (1974). Good housekeeping guide to fixing things around the house.
NY: Good Housekeeping Books.
23-10-9876543