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THE SOCIAL COMMUNICATION INTERVENTION PROGRAMME MANUAL
The Social Communication Intervention Programme (SCIP) has been developed to support school-aged children (6–11 years) with social communication, pragmatic, and language needs. The Social Communication Intervention Programme Manual provides a rationale and method for providing specialist level language therapy for these children who have significant social communication differences. Evidence for the effectiveness of SCIP is included in The Manual
This book introduces the SCIP model and explores the three main components: social understanding/social inference, pragmatics, and language processing. Guidance is included on how to link assessment with therapy, how to plan and individualise interventions, and how to proceed with the programme. It contains a wealth of real-life case examples to illustrate key points, with step-by-step instructions for carrying out the interventions.
Used alongside The Social Communication Intervention Programme Resource, this book offers a truly practical, tried-and-tested model to provide targeted, individualised intervention for children with social communication needs. It is an essential tool for speech and language therapists, specialist teachers, and psychologists who are working with children with social communication, pragmatic, and language needs.
For the most effective use, The SCIP Manual should be purchased alongside The SCIP Resource.
Catherine Adams is an Honorary Senior Lecturer in Speech and Language Therapy at the University of Manchester, UK. She has led a number of research projects on pragmatic and language needs in children as well as pioneering work on the effectiveness of social communication intervention.
Jacqueline Gaile is a Consultant Speech and Language Therapist in independent practice with over 30 years’ experience of working with children with language and social communication needs. She was also Senior Research Speech and Language Therapist on the SCIP research projects at the University of Manchester, UK.
“It is rare to find such a comprehensive programme: the intervention plan is directly linked to child assessment with clear benchmarks for progression. It provides an integrated method for developing language structure, social understanding, and pragmatic skills.”
Courtney Frazier Norbury, Professor of Developmental Language & Communication Disorders at University College London
“SCIP is the first evidence-based program to address the complex nature of social communication disabilities in children with autism, developmental language disorder, and social (pragmatic) communication disorder. The program provides detailed assessment and intervention activities for facilitating language processing, social, and pragmatic knowledge and skills. Guidelines and practical suggestions for the involvement of school staff and parents are included, so that children’s new skills generalise to interactions with peers and family members. In short, SCIP is a musthave for professionals who want to comprehensively support children’s social communication abilities.”
Geralyn R. Timler, Professor & Program Director, On-Campus Clinical SLP Program. Director, Social Communication and Language Evaluation (SCALE) Lab, James Madison University
The right of Catherine Adams and Jacqueline Gaile to be identified as authors of this work has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
ISBN: 978-1-032-46101-4 (hbk)
ISBN: 978-1-032-46103-8 (pbk)
ISBN: 978-1-003-38009-2 (ebk)
This book is also available for purchase as part of a set, ISBN: 9781032706672
DOI: 10.4324/9781003380092
Typeset in DIN Schriften by Deanta Global Publishing Services, Chennai, India
LIST OF TABLES, FIGURES, AND BOXES
3.1:
7.3:
8.5:
9.1:
9.2:
Steps in planning Phase 3
Overview of the Plan, Do, Review cycle in Phase 3 with roles allocated
Steps in delivering Phase 3 Intervention
11.1: Parent main concerns before intervention and outcomes/comments at outcome and follow-up
11.2: Teacher reported outcomes at Time 3
11.3: Language test scores and CCC-2 subset scores before SCIP Intervention and at follow-up
The three main components of intervention in SCIP Intervention (Phase 2)
4.2: Surface presentation and potential underlying core needs and insights
6.1: The relationship between SCIP techniques, personalised content, and use of meta-challenge (adapted from Gaile, 2015)
6.2: A staged model of metacognitive actions for social situations intervention as used in SCIP (based on Westby, 2004)
Example of priorities for intervention on the SCIP Form
7.3: Essential aspects of language assessment required to support SCIP Intervention planning
7.4: How assessment information is brought together in the Assessment Findings page of the SCIP Form
7.5: Example of completed Assessment Findings page on the SCIP Form
7.6: Full version of SCIP Assessment to Intervention Map
8.1: Pages from the SCIP Form needed for Phase 1
8.2: Example of adjustments to the default starting points in Phase 1 Sections
8.3: Example of completed SCIP Phase 1 Planner
8.4: Sample of Sections in a completed Phase 1 Record
8.5: Example of planning for Phase 1 Session 1
9.1: Pages from the SCIP Form needed for planning Phase 2 Intervention
9.2: Example of Phase 2 LP Planner after mapping
9.3: Linking parent priorities to Phase 2 Intervention Sections in Phase 2
9.4: Recording Phase 2 goals after agreeing priorities with parents and teachers
9.5: Sample of a completed Section on the LP Planner marked as priority to reflect parent goal
9.6: Example of summary information from Phase 1 that assists with prioritisation in Phase 2
9.7: Sample of completed Block Planner for Phase 2 Sessions 1–3
9.9: Example of an updated ISCP used in planning for personalisation
10.1: The circle of needs, skills, and personalisation across SCIP Intervention
10.2: Pages from the SCIP Form needed for Phase 3
10.3: Establishing the child’s readiness for Phase 3 Intervention
10.4: Information needed to devise an overview of a Phase 3 personalised goal
10.5: Example of a completed Phase 3 goal
10.6: Information needed to write a Phase 3 personalised activity
10.7: Example of a completed Phase 3 personalised activity
11.1: Completed personal information and ISCP
Completed Assessment Findings on the SCIP
Parent and teacher priorities for intervention linked to Phase 2 content
Phase
Completed Phase 2 plan for
Phase 2 goals after agreeing priorities with parents and teachers
Completed Block Planner for Phase 2 Sessions 1–3
11.13: Joe’s Phase 3 Planner showing
Boxes
2.1: SCIP Phase 1
2.2: SCIP Phase 2 Activity showing target, materials, and procedure
5.1: Selection of children’s comments by topic on SCIP-Child Perception
5.2: Parents’ comments on confidence, self-advocacy, and communication changes after SCIP Intervention
6.1: Example of adaptation of intervention planning over time
7.1: Extract from the first section of the Individualised Social Communication Profile (ISCP)
9.1: The benefits of skill building, integration, personalisation, and metacognitive detection in SCIP Phase 2
9.2: Example of early introduction of activity personalisation in Phase 2
9.3: Example of integration across Objectives in Phase 2
9.4: Example of plan for a Phase 2 session including integration and personalisation
9.5: Example of completed Phase 2 record from case notes (one session)
10.1: Sample practitioner record showing the child’s developing insight in Phase 2
10.2: Transcript of delivery of personalised context in Phase 3
10.3: Example of a detailed account of the child’s performance and advice for real-world practice
10.4: Example of feedback from supporting adult after the child’s attempt at real-world practice
10.5: Example of feedback from review session and advice on next attempt at real-world practice
11.1: ERRNI Initial Story Telling at
Sample of case note from Phase 2 showing
Phase 2 mid-point summary report
11.5: Phase 3 case note: Intervention session outcomes and guidance
11.6: Teacher report of performance in the real-world practice
11.7: Reflecting on skills used in class
PREFACE
Speech-language practitioners possess unique information about the ‘how’ and the ‘what’ of communication intervention but they rarely have the opportunity to write it down. As speech-language practitioners, we were aware of the need for a framework of intervention and a resource for children with complex and persistent social communication needs. In The Social Communication Intervention Programme Manual and Resource we present an evidencebased intervention for children with persistent social communication needs. In The SCIP Manual we provide a theoretical rationale and a method for integrated intervention with such children; in The SCIP Resource a large set of intervention activities from which individualised plans are created is presented in a nested structure reflecting SCIP’s theoretical rationale. Procedures and content have been refined from the research version of The Social Communication Intervention Programme Manual and instructions for delivery of the phases of intervention have been developed more fully.
The purpose of engaging children, their parents, and school staff in SCIP Intervention is to enable children to be more confident communicators in the long term. The central goals of SCIP are to develop children’s skills in pragmatics and language ability, grow their understanding of their own communication and interaction experiences, increase parents’ and teachers’ knowledge of the child’s strengths and needs, and develop their ability to support the children when they face confusing or challenging communication experiences. Children are actively involved in evaluating communication and interaction experiences and generalisation of skills is built in from the start through personalised intervention planning.
Close working at all stages of SCIP is essential. Parents and teachers set goals jointly with the practitioner and where possible, the children themselves contribute to goal setting and considering progress. The intention of SCIP, therefore, is to develop opportunities with parents, teachers, and the children to enhance social communication experiences across middle and later childhood and beyond alongside building confidence and self-esteem.
There is now widespread recognition of the need to disseminate evidence-based intervention methods in the speech-language profession. Evidence-based methods that focus on pragmatics and social communication are relatively rare at present. SCIP Intervention is an approach to our practice that we wanted to share with other speech-language practitioners to the ultimate benefit, we hope, of the children and their families.
ACKNOWLEDGEMENTS
Many people were involved in the development of SCIP Intervention and the SCIP research studies. We acknowledge the contribution of Elaine Lockton, Catherine Aldred, Gillian Earl, and Jenny Gibson, who all helped shape our thinking about the organisation of intervention elements and contributed to the content of specific activities; Bonnie Brinton and Martin Fujiki provided essential encouragement for publication of the intervention; Jenny Freed, James Law, Kirsty McBean, and Marysia Nash for further support with the SCIP project. Thanks also to Catherine Bird, Sibyl Havens, Vivienne MacKenzie, and Rachel Stevens, whose energy and dedication allowed the evidence from the SCIP trial to be produced. Finally, we acknowledge with appreciation the children, schools, speech-language therapists, and families who were involved in the SCIP research studies and from whom we learned so much.
INTRODUCTION
The Social Communication Intervention Programme or SCIP is a communication intervention aimed at supporting children’s needs in social communication, pragmatics, and high-level language processing. It is a specialist level intervention which is intended to be supervised by experienced speech-language practitioners. SCIP is aimed at children aged between 6 and 11 years of age.
The programme is presented in two books: The SCIP Manual containing the background rationale, therapy methods, and instructions for the programme, and The SCIP Resource which contains the intervention activities. For the most effective use, The SCIP Manual should be used alongside The SCIP Resource.
The SCIP Manual introduces the SCIP model of intervention which is based on contemporary theories of language development. The characteristics of children with persistent social communication needs are presented within a framework of need and requirements for support across school and home contexts. Reflections on doing SCIP in practice, from the points of view of parents, speech-language practitioners, and the children themselves, are included in The Manual . Information about the evidence base for SCIP and the applicability of SCIP to broader emotional and behavioural needs is included.
The unique nature of SCIP is then presented in the model of intervention which incorporates three main intervention components: Social Understanding and Social Interpretation, Pragmatics, and Language Processing. These are defined and the manner in which they interact during development is exemplified. This model differentiates SCIP from social skills interventions which are based on behaviour modification. A three-phase sequence of intervention is set out, moving from establishment of a range of core skills (e.g., metapragmatics, comprehension monitoring, narrative construction and comprehension) in Phase 1, through to a unique, individualised intervention in Phase 2, in which the child’s needs are matched to intervention content from The SCIP Resource. In the later chapters, a novel method of generalisation (Phase 3) is presented along with an extended real-life case study which exemplifies the SCIP method and administration.
The Manual provides a comprehensive set of instructions for using SCIP in practice, including:
how to carry out a comprehensive assessment of social communication, pragmatics, and high-level language needs
how to map assessment needs to SCIP Intervention content
how to plan an individualised SCIP programme
how to plan Phase 2 Intervention using the tables in The SCIP Resource
practitioner guidance on how to deliver intervention in all three phases
guidance on working with parents and teachers in SCIP
how to use specific therapy techniques in Phases 1 and 2
how to plan for generalisation and real-world practice techniques
how to complete the SCIP Intervention Planning and Record Form
1 THE SOCIAL COMMUNICATION INTERVENTION PROGRAMME
Introduction and statement of purpose
Statement of purpose
Social communication needs in children may arise for a variety of reasons, as diverse as the children themselves. When social communication needs persist into the school years, children may find it increasingly challenging to engage in social situations and social groups. This is especially true when needs are not mediated through experiences and/or support from the family. At this stage, additional support may be needed.
In this book, we present a means of providing support for persistent social communication needs of children aged between 6 and 11 years – the Social Communication Intervention Programme or SCIP. It can be adapted for children who are slightly younger or older than this age range. The overall purpose of SCIP is to support children’s language, pragmatic, and social communication needs during middle childhood. SCIP provides a method and resource for supporting a range of individual needs across language and pragmatics, with key emphases on metacognition and self-monitoring.
It is important to emphasise that the purpose of SCIP as a social communication support programme is not to ‘normalise’ the child towards a conventional method of expressing him/ herself. We recognise through our own experience that each child with social communication needs is unique. Each one has a unique set of motivations, styles of learning, preferences,
and experiences. However, we also know from individual personal accounts that the experience of coping with social communication situations for these children can be “an exhausting, embarrassing and all-encompassing effort” ( Wharmby, 2022).
It is our view that this experience can be mediated with timely recognition of social communication needs and provision of sensitive, responsive, and individualised support.
SCIP Intervention can support the child to understand the social cues they will encounter and so reduce the burden of doing this alone in an ad hoc way, based on personal experience, confusion, and upset.
By supporting the development of complex language and pragmatics in middle childhood, the longer-term aims of SCIP are to enable the individual to communicate with confidence, to support the development of self-advocacy into adolescence and adulthood, and to support the development of relationships with others. SCIP Intervention is not intended to be a ‘cure’ for communication. Rather we hope that practitioners and families will be able to use it to make significant positive gains in communication that will enhance well-being and quality of life.
What is SCIP Intervention?
SCIP Intervention is a speech-language intervention method and resource for elementary school-age children (6–11 years of age) with language, pragmatic, and social communication needs. It consists of
a rationale to support intervention
an assessment procedure
a method of mapping from assessment findings to an individualised intervention
a comprehensive set of intervention objectives including social understanding and social interpretation, pragmatics, and language
a large set of detailed intervention activities from which an individual plan is devised
SCIP Intervention is a comprehensive resource that can be adapted to provide appropriate learning opportunities for a wide range of children’s social communication and language needs.
Intervention is delivered directly to the child by a speech-language practitioner or a closely supervised speech-language assistant. In addition, there are parts of SCIP Intervention that can be used to support co-worker training and advisory sessions with parents.1
It is important to recognise that SCIP is a speech and language intervention, and that this intervention is a mixed direct/indirect intervention. SCIP can be used in conjunction with environmental interventions.
What are the basic principles of SCIP Intervention?
SCIP Intervention draws on many familiar speech-language intervention methods as well as describing new approaches. It acknowledges practical published resources already available to the speech-language practitioner. Our aim in publishing this book is to show that novel and established teaching/intervention methods can be combined with innovative processes of personalised planning to achieve change for these children and their families.
The five principles of SCIP Intervention are:
develop, adopt, and practise communication strategies which can enhance social interactions
approach pragmatic conventions using metacognitive methods
strengthen some aspects of language processing by structured practice and building confidence and fluency in language tasks
modify the language environment to support interpretation of language in social interactions
incorporate individual social needs/situations into language and pragmatic intervention
SCIP is not a social skills intervention
Social skills training programmes (SST) aim to teach specific communication behaviours as a means of enhancing social interactions. SST methods draw on behaviourist theories of intervention with a rationale based on modelling and reinforcement of performing social communicative acts, such as ‘greetings’ and ‘looking at the speaker’. There is no explicit focus on language or pragmatic skills. There is little robust evidence of the effects of SST on communication and language outcomes, one way or the other (Matson et al., 2007, Bellini et al., 2007). This suggests that when children have complex communication needs across language and social domains, training them to perform communicative acts may not, in isolation, be an effective intervention strategy and that a more comprehensive framework will be required to support their communication needs.
Yet SST has been described as “ubiquitous” (Koenig et al., 2009) in relation to intervention for autistic children. From our own research within UK speech and language therapy services, this appears also to be the case for children who have pragmatic and social communication needs. Practitioners can only work with what is available. Our hope in developing SCIP is that it can provide an alternative to SST via a means of social communication intervention with specific support for language and pragmatics, within an individualised paradigm.
The unique features of SCIP
As speech and language therapists, we frequently met children whose social communication needs had gone unreported or unsupported in the preschool years. These children were struggling to understand the language of the classroom and they were often isolated from their peers. Parents reported additional needs at home but often received little support. We often met these children as they clearly had language and communication needs but did not fall into the realm of autism services because they had no ‘autism diagnosis’.
As researchers we faced a number of challenges in developing better support for these children and their families. These challenges provided motivation to develop some of the key features of SCIP. The challenges as we view them are:
Understanding of the role of language in social communication needs
Support for children’s language and social communication needs has mainly been met by programmes of intervention based on changing social behaviour. There was and still is a relative lack of research on language aspects of social communication (Norbury, 2014) despite the presence of language needs. We see the inclusion of language support as central to any social communication developmental intervention and so determined to include it in our new method. We were motivated therefore to develop SCIP as a means of supporting language and social communication needs. This would include support for pragmatics – the way in which language is used in social situations. At the time of developing SCIP, there was little research about support for children with complex language and pragmatic needs and there is still a need for more information in this field.
Individualisation of social communication support
Previously, programmes of intervention also seemed to assume that one ‘programme’ fits all children, and that children can be trained to be ‘more socially appropriate’. This is fundamentally incorrect in our view. The imposition of a set of communication rules and attempts to change behaviour through rote learning are unlikely to be beneficial. Children with social communication needs are a heterogeneous group. Each child has a unique profile of strengths, needs, and aspirations for skills that they want to develop. In developing SCIP, our intention was to produce a comprehensive intervention which can create a unique, individualised, and personalised plan of support for each child. This can be constructed from The SCIP Resource, appropriate to each child’s communication needs.
Co-creation of social communication aims
There is an almost complete absence of research and material to support the child’s own aims for change and the parent voice in planning support within communication interventions ( Adams & Gaile, 2020). At certain times in the child’s life the demands of the communication context may challenge existing skills and he can express these needs. Children involved in SCIP research have told us that they feel language and communication is very important in developing friendships and working in school. We also know what parents report about SCIP social communication support. Primarily they appreciate understanding and support for the individual child, to have some methods of supporting the child at home and appreciate the confidence that emerges for their child and for themselves (Baxendale et al., 2013). It follows that one of the crucial aspects of SCIP support is the co-development of aims with parents and children. Via co-creation, social communication intervention can be directed towards meaningful aspects of family and school life via support for those around the child to understand needs better and make environmental adaptations.
Metacognition and generalisation
In developing SCIP we came to the recognition that social communication intervention should be about empowering the child with skills that he2 can use when required. A key feature of SCIP Intervention should be that the child comes to understand more about his own communication and how he learns. Over time, the child will learn more about his learning style and ultimately become increasingly able to set his own preferences for communication. None of this will be possible without the growth of metacognitive skills related to language and social communication; that is, the ability to recognise and reflect on one’s own communication. We know from research that metacognitive skills are growing rapidly in the early school years and that metapragmatic skills follow the same trajectory (Collins et al., 2014). The essential role of metacognitive ability is to allow social communication support to be applied to all situations; to generalise across contexts. In this way, the child becomes empowered to use his own communication skills with increased confidence, both over time and across different situations. Later in this book we will present more information about these key features of SCIP Intervention and how they are embedded in practice.
What are persistent social communication needs in children?
Persistent social communication needs refer to a long-term requirement for support in developing language and non-verbal communication for social purposes.
Many different groups of children during the school years may need general support for social communication development. These include children who have language delay, children who have additional learning needs and those who have had a limited communication environment.
The term social communication needs is a generic descriptive term for all these needs and is preferred to the term social communication difficulty.
The term persistent social communication needs refers to a longer-term and more specific focus on pragmatics and social interactions.
Some children will have received a diagnosis. The diagnosis will not predict what the social communication needs are.
SCIP Intervention was originally developed for children who have Social (Pragmatic) Communication Disorder (SPCD) or a Pragmatic Language Impairment (PLI).
SCIP Intervention can be applied to a broader population of children with social communication needs, including those who have received a diagnosis of autism and children with emotional/behavioural needs.
Some components of SCIP Intervention, in particular the Language Processing component, will be appropriate for use with children who have high-level Developmental Language Disorder
SCIP may also be used for children with additional learning needs, provided professional expertise is available, the principles of intervention are followed and the content of intervention is adapted to the level of ability.
For more details on the children and their needs, see Chapter 3
Indications for SCIP Intervention
The central consideration for choosing SCIP Intervention depends on identifying pragmatic and social communication needs and not on diagnostic labels. Any child with a combination of pragmatic, language, and mild social communication needs might benefit from following SCIP Intervention. In addition
the social communication need should be significant in terms of impact on social interaction and conversation/peer interaction
there should be disproportionate pragmatic needs as compared to structural language problems
children have received a diagnosis of Social (Pragmatic) Communication Disorder or autism
if there is autism diagnosis, the child should have sufficient language comprehension to be able to co-operate with one-to-one language intervention
the child should be able to engage with language-based activities
Who can deliver SCIP Intervention?
SCIP Intervention is a specialist communication intervention. It was designed to be delivered by speech-language practitioners who have substantial experience in working with children with persistent pragmatic, language, and social communication needs. A high degree of professional expertise and judgement will be required in order to plan individualised routes through SCIP Intervention and to ensure the quality of intervention.
Some parts of the intervention may be delivered by speech-language therapy assistants, provided they are supervised closely by qualified and experienced practitioners. SCIP Intervention can be delivered by teachers who have specialist knowledge of language and communication needs provided that they are co-working with speech-language practitioners who have SCIP Intervention training and experience.
The role of parents and teachers in SCIP
SCIP was developed as an intervention in which those around the child are central to the development of an individualised plan of intervention. They will have a key role in identifying social situations in which the child requires support. At the start of SCIP, parents and teachers 3 are asked to identify priorities for intervention, which are then crafted into an intervention plan by the speech-language practitioner. Parents and teachers are encouraged to be actively involved in intervention. Information sheets and appropriate practice sheets are included in The Resource . More on how to involve parents and teachers in SCIP Intervention can be found in Chapter 6 and in the Phase chapters (9–11).
Summary
This chapter has outlined the main parts of SCIP Intervention. The intervention can be used with school-aged children who have significant and persistent social communication needs. The variety of individual needs within these groups indicated that an individualised planning approach is required for communication intervention.
Notes
1 The word ‘parent’ will be used throughout the book to indicate the person(s) responsible for the child’s dayto-day care. This may include other carers but should be someone who is able to be involved in working with the practitioner.
2 For brevity, the words he/his/him will be used to reference the child; the words she/her will be used to reference the practitioner
3 The word ‘teacher’ will be used to refer to the person with the most current classroom responsibility to the child or to the special needs coordinator, according to the school practice.
References
Adams, C., & Gaile, J. (2020). Evaluation of a parent preference-based outcome measure after intensive communication intervention for children with social (pragmatic) communication disorder and high-functioning autism spectrum disorder. Research in Developmental Disabilities, 105, 103752.
Baxendale, J., Lockton, E., Adams, C., & Gaile, J. (2013). Parent and teacher perceptions of participation and outcomes in an intensive communication intervention for children with pragmatic language impairment. International Journal of Language & Communication Disorders, 48 (1), 41–53.
Bellini, S., Peters, J. K., Benner, L., & Hopf, A. (2007). A meta-analysis of school-based social skills interventions for children with autism spectrum disorders. Remedial and Special Education, 28, 153–162.
Collins, A., Lockton, E., & Adams, C. (2014). Metapragmatic explicitation ability in children with typical language development: Development and validation of a novel clinical assessment. Journal of Communication Disorders, 52, 31–43.
Koenig, K., De Los Reyes, A., Cicchetti, D., Scahill, L., & Klin, A. (2009). Group intervention to promote social skills in school-age children with pervasive developmental disorders: Reconsidering efficacy. Journal of Autism and Developmental Disorders, 39, 1163–1172.
Matson, J. L., Matson, M. L., & Rivet, T. T. (2007). Social-skills treatments for children with autism spectrum disorders: An overview. Behavior Modification, 31(5), 682–707.
Norbury, C. F. (2014). Practitioner review: Social (pragmatic) communication disorder conceptualization, evidence and clinical implications. Journal of Child Psychology and Psychiatry, 55 (3), 204–216.
Wharmby, P. (2022). What I want to talk about: How autistic special interests shape a life. Jessica Kingsley Publishers.
2 OVERALL STRUCTURE AND PROCEDURES FOR SCIP
The scope of SCIP Intervention
SCIP Intervention is a speech-language intervention method and resource for children with language, pragmatic, and social communication needs aged between 6 and 11 years. Intervention is delivered directly to the child by a speech-language practitioner or a closely supervised speech-language assistant. In addition, there are parts of SCIP Intervention that can be used to support co-worker training and advisory sessions with parents. SCIP principles on setting context, intervention methods, and working for generalisation are set out in Chapter 6
SCIP Intervention starts with an assessment phase that forms the basis of individualised mapping of needs.
The intervention consists of three Phases of intervention which are delivered in sequence:
Phase 1: Universal preparation stage – all children will participate in all parts of Phase 1 Intervention
Phase 2: Individualisation stage – each child follows a unique route through Phase 2 Intervention, matched to needs via a mapping procedure. The content of intervention is organised into three main components: Social Understanding and Social Interpretation (SUSI); Pragmatics (PRAG); and Language Processing (LP)
Phase 3: Generalisation stage – each child participates with parents and teaching/support staff in a set of personalised intervention activities that extend work done in Phase 2 to his/her own environment.
As SCIP Intervention progresses, the content of sessions moves from practice of separate communication skills to those in which multiple communication components are integrated.
The SCIP Intervention Manual and Resource
There are three constituent parts associated with SCIP Intervention: The Manual , The SCIP Intervention Resource (The Resource) and the SCIP Intervention Planning and Record Form (The Form) (Figure 2.1). Over the remaining chapters, frequent reference will be made to these three parts; we strongly advise practitioners to be familiar with each part before starting SCIP Intervention.
The SCIP Manual presents:
the theoretical background and rationale for SCIP Intervention
the evidence base for SCIP
the principles of intervention
the procedures for assessment and planning individualised intervention
the procedures for intervention in all phases
demonstrations of how individualised and personalised planning is carried out
The SCIP Intervention Resource contains:
the full set of Phase 1 and Phase 2 Intervention activities
Phase 1 activities are arranged by Objective code. For example, Comprehension Monitoring Objective 1 = CM1 (see Table 2.1 for a definition of CM)
Phase 2 is arranged by Component (i.e., SUSI, PRAG, and LP) and then numbered by Section and Objective code (e.g., PRAG 2.1, LP 1.2)
bespoke resources for some activities
information sheets for parents and teachers for each Section (i.e., PRAG 2)
the Assessment to Intervention Map (Full version)
FIGURE 2.1: The three constituent parts of SCIP Intervention
Intervention activities for SCIP Intervention Phase 1 and Phase 2 are contained in The SCIP Intervention Resource and are organised in a hierarchical structure (Phase 2 structure is shown in Figure 2 .3) to allow for selection of Objectives and activities for the individualised plan for each child. Information sheets detail the content and purpose of Phase 1 and each of the Phase 2 Sections and can be provided for parents and co-workers as needed. Intervention activities for Phase 3 are unique to the child and will be written by the practitioner onto the template on the Form and so are not contained in The Resource
The SCIP Intervention Planning and Record Form (The SCIP Form) consists of a number of pages containing:
Personal Information for the case
The Individualised Social Communication Profile (ISCP). Section 1: An individualised record of the child’s environment which will be used in personalising intervention for generalisation. Section 2: A set of descriptions of social situations where the child feels uncomfortable or confused and which will form the basis of personalised SCIP practice in Phase 3
Assessment Findings – a summary of all assessments including formal tests and parent/teacher report. This is organised into the three main intervention components in SCIP: Social Understanding and Social Interpretation (SUSI), Pragmatics (PRAG), and Language Processing (LP)
Phase 1 Planner and Phase 1 Record – used by the practitioner to plan content and record progress
Phase 2 Planners for SUSI, PRAG, and LP – used by the practitioner to plan intervention content
Block planning forms – for Phase 1 and Phase 2 session planning
Phase 3 Planner – supports the development of Phase 3 personalised goals and activities
The Assessment to Intervention Map (short version)
Examples of how to fill out the Form are shown in Chapters 8 –10 and in the case study in Chapter 11
The overall procedure for SCIP Intervention
The overall procedure for SCIP Intervention is shown in Figure 2.2. This chapter provides an overview only; an in-depth understanding of all stages of SCIP and the intervention content is required. Time to read The Manual and explore The Resource is needed.
Assessment for SCIP
The initial step in SCIP Intervention is to carry out an assessment of the child, which will provide the basis for detailed individualised intervention planning. This will include gathering information about the background, context, and environment. After making first contact with the child and his family and making the decision to use SCIP Intervention, the assessment procedure should start. Direct assessment as well as liaison with parents and teaching
FIGURE 2.2: Outline of stages in SCIP Intervention
staff will be required. The detailed procedure for assessment, suggestions for formal and informal assessments and examples of how to record assessment information are shown in Chapter 7. A summarised version of all assessments will be recorded on the Assessment findings sheet of the Form.
Assessment to Intervention mapping
During assessment and Phase 1, the practitioner and parent will jointly identify intervention priorities for the child and complete the planning procedure for the main phase of intervention, Phase 2. Assessment findings are mapped against predetermined criteria to ascertain if that aspect of communication intervention could be included or not for that child. The end result of this process is an individualised plan of intervention. This process involves access to the SCIP Form and the Assessment to Intervention Map (on the Form and in The Resource). This identification process will continue throughout intervention in Phases 1 and 2 and will be updated regularly.
Phase 1 Intervention: An overview of its purpose, structure, and content
Phase 1 content was derived from earlier empirical work of Adams et al. (2012) and clinical experience of expert practitioners. Intervention in Phase 1 is organised in the SCIP Intervention Resource into five Sections. The purpose of each Section is set out in Table 2.1
TABLE 2.1: SCIP Phase 1 Sections and their purposes
Phase 1 Section Purpose
Comprehension monitoring (CM)
Introduction to understanding social context (USC)
Ensures the ability to monitor own understanding. Teaches the difference between knowing, not knowing, working out and guessing.
Establishes simple requests for repetition or clarification.
Establishes a basic understanding of the conventions/expectations for simple/familiar social situations.
Understanding contexts will inform planning for Phase 2 Intervention. Basic metapragmatic awareness (MPA)
Basic narrative (BN)
Introduction to emotions in context (EM)
Develops awareness of active listener role and discusses speaker and listener roles in conversation as a precursor for discussion of personal social communication needs.
Develops ability to sequence a story and retell a narrative.
Underpins the child’s ability to reflect on his own experiences. Introduces the child to the idea of predicting outcomes and understanding sequences of events.
Teaches vocabulary for basic emotions and ensures the child can recognise facial expressions for these.
Discusses how emotions arise in social situations.
Creates a simple visual representation of emotion change.
Underpins future work on understanding emotions for Phase 2.
The structure and content of Phase 1
Each Section in Phase 1 Intervention has four Objectives. In Phase 1 only, each Objective has one intervention activity associated with it. In Phase 2, multiple activities are presented for each Objective, and the embedded structure is more complex. The embedded structure of Objectives in each of the five Phase 1 Sections is shown in Table 2.2.
Phase 1 Intervention activities
There are a total of 20 Objectives/activities in Phase 1. Phase 1 activities can be accessed in The Resource in the order that they appear on the Phase 1 Intervention content table and on the Phase 1 Record on the Form. The activities follow a template to show the target, materials needed, and the procedure to follow (an example is shown in Box 2.1).
TABLE 2.2: The embedded structure of SCIP Phase 1 Intervention showing all Sections and Objectives/activities
Phase 1 Section
Comprehension monitoring (CM)
Introduction to understanding social context (USC)
Basic metapragmatic awareness (MPA)
Basic narrative (BN)
Introduction to emotions in context (EM)
Phase 1 Objectives/activities
CM 1: Understanding the concept of knowing and not knowing
CM 2: Understanding the concepts of guessing and working out
CM 3: Strategies to signal non-comprehension
CM 4: Asking for repetition
USC 1: Making simple inferences from familiar sequences
USC 2: Identifying social context from behaviours and language
USC 3: Describing behaviours and language for social contexts
USC 4: Simple personal reflection
MPA 1: Listening for content
MPA 2: Understanding behaviours associated with listening
MPA 3: Developing metapragmatic vocabulary
MPA 4: Listener-speaker role-play
BN 1: Understanding vocabulary for sequencing
BN 2: Making simple inferences from pictures
BN 3: Simple sequencing
BN 4: Simple personal stories
EM 1: Matching pictures and symbols to facial expressions
EM 2: Linking emotions to events
EM 3: Emotions ladder
EM 4: Making inferences from facial expression and direction of eye gaze
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The Project Gutenberg eBook of Laivuri on rakastunut
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Title: Laivuri on rakastunut Merimiesjutelma
Author: W. W. Jacobs
Translator: Emil Palm
Release date: December 22, 2023 [eBook #72474]
Language: Finnish
Original publication: Hämeenlinna: Arvi A. Karisto Oy, 1907
Credits: Juhani Kärkkäinen and Tapio Riikonen *** START OF THE PROJECT GUTENBERG EBOOK LAIVURI ON RAKASTUNUT ***
LAIVURI ON RAKASTUNUT
Merimiesjutelma
Kirj.
W. W. JACOBS
Suomensi
E. P.
Hämeenlinnassa, Arvi A. Karisto, Hämeenlinna, 1907.
I LUKU.
Lontoolainen kuunarilaiva "Merilokki", omistajansa laivuri Wilsonin kuljettama, oli juuri saatu täyteen sementtiä Northfleet'issä, mistä oli aikomus purjehtia Brittleseaan. Joka tuuman ala oli sullottu täyteen. Sementti, mikä rikkinäisistä tynnörien raoista oli päässyt levenemään, teki kunniallisten meripoikain partaiset naamat melkein aavemaisiksi, ja lakaistessa leveni se vielä keittiöönkin, sekoittuen päivälliseksi laitettavan lihapasteijin ryyteihin.
Vasta kun kansi oli pesty ja kuunari taas loisti puhtaana ja sievänä, ehti perämies ajatella omaakin siivoustaan. Oli kaunis ja lämmin toukokuun päivä, ja pieni osa lastista oli tarttunut hänenkin hiuksiinsa ja hikiseen otsaansa. Kajuuttapoika, tietäen tarpeet, oli tuonut ämpärin puhdasta vettä kajuutan katolle ja ämpärin viereen keltaisen saippuapalasen ja pyyhinliinan. Perämies hymyili huomattuaan valmistukset, riisui paidan päältään, kiersi housunkannattimet vyötäisilleen, kumartui ämpäriin ja alotti pesuhommansa melulla ja tyytyväisellä mielellä.
Auttava palvelushenki, itse ijässä, jolloin ei vielä suuriakaan välitetä omasta puhtaudesta, muutti vettä kolme kertaa ennenkun perämies oli tyytyväinen. Vihdoin kumminkin "työ" oli tehty. Kasvot ja
kaula hankauksesta kiiltävänä ja punottavana vetäytyi peränpitäjä kajuuttaan vaatteita vaihtamaan.
Kun oli päästy päivälliseltä, minkä perämies tällä kertaa nautti yksinään, ilmestyi hän uudestaan kannelle. Miehistö, joka samoin jo oli nauttinut ruoka-annoksensa, istuskeli keulassa ja poltteli. Perämies sytytti piippuunsa, istuutui kajuutan katolle ja jäi miettimään.
"Säilytän kapteenin päivällisen pienessä kattilassa lämpimänä", sanoi kokki ja pisti nokisen päänsä keittiön ovesta.
"Hyvä on", sanoi perämies.
"Kummallista missä se laivuri oikein oleskelee tällaiseen aikaan päivästä", sanoi kokki erityisesti kääntymättä kehenkään, mutta vilkaisten kuitenkin perämieheen.
"Hyvinkin kummallista", sanoi perämies, ollen erinomaisen puheliaalla päällä.
Kokki astui ulos keittiöstä, pyyhki märkiä käsiään likaisiin palttinahousuihinsa ja katseli kaihoten maalle.
"Parhain kapteeni, minkä kanssa koskaan olen purjehtinut", sanoi hän pitkäveteisesti. "Oletteko panneet merkille, miten hajamielinen hän viime aikoina on ollut? Sanoin nytkin, kun hän meni maalle, että saamme lihapasteijia päivälliseksi. 'Hyvä on Joe', sanoi hän, ikäänkuin puhe olisi ollut piparuutilihasta ja perunoista, kauniista ilmasta tai jostakin muusta vähäpätöisestä asiasta."
Perämies pudisti päätään, puhalsi pöllyävän savupilven piipustaan ja katseli sen haihtumista ilmaan.
"Hän varmaankin etsii lastia tai mitä hommanneekaan", yhtyi vahvarakenteinen vanhempi merimies puheeseen. "Huomatkaa vaan miten hän pukeutuu tähän aikaan. Höyrylaivan kapteeni ei voisi olla hienompi."
"Ei sillä tapaa hieno", sanoi jälellä oleva matruusi, astuen hänkin lähemmäksi huomatessaan perämiehen hyvän tuulen. "Enpä luule hänen rahtia etsivän, sillä —, vaan — — —, sementistä saa hyvän maksun."
"Se ei ole rahtia", kuului pieni, mutta asiastaan varma ääni.
"Pötki sinä matkoihisi", sanoi Sam vanhus. "Ei sovi sinun ikäistesi poikaviikareitten sekaantua vanhempain ihmisten puheisiin! Mitä sinustakin vielä joskus tullee?
"Mihinkä minä pötkisin? Olenhan omalla laivaosallani", vastasi poika kostonhaluisena.
Miehet vavahtivat ja aikoivat rauhassa poistua, mutta se oli nyt jo myöhäistä. Perämiehen hetkiseksi uinahtanut arvon tunne oli uudestaan herännyt ja hän hypähti raivoisana pystyyn.
"No, tämähän on oikein pirua", karjasi hän. "Tehän olette peräkannella — koko miehistö — joka 'sorkka'! Ehkä herrat suvaitsevat astua kajuuttaankin juomaan lasin totia ja polttamaan sikaarin? — Koko miehistö istuskelee täällä lörpöttelemässä laivurista kuin joukko pesuakkoja! Ja kaupan päälle vielä polttaa! — Polttaa! Kun laivuri tulee takaisin, saa hän hankkia uuden miehistön tai sitten uuden — perämiehen. Minä olen jo saanut tarpeekseni tästä. Täällä ei ole enempää kunnioitusta päällystöä kohtaan kuin lastiproomussa. Kajuutta-poika on ainoa merimies koko joukossa."
Raivoisana marssi hän edestakaisin kannella. Kokki katosi keittiöön ja molemmat matruusit olivat tekevinään jotakin keulassa. Pieni, asiastaan varma veitikka, joka myrskyn sai puhkeamaan, mutta jolla ei ollenkaan näyttänyt olevan halua joutua sen pudistettavaksi, pisti piipun taskuunsa ja katseli ympärilleen.
"Tule tänne!", sanoi perämies ankarasti.
Poika lähestyi.
"Mitä äsken puhuit laivurista?" kysyi toinen.
"Sanoin, ettei hän etsi rahtia", vastasi Henry.
"Sinä et siitä mitään tiedä?" sanoi perämies.
Henry siirsi jalkaansa, vaan ei vastannut.
"Sinä et siitä mitään tiedä?" toisti perämies.
Henry siirsi toista jalkaansa.
"Annappas, että toisen kerran kuulen sinun juttelevan esimiestesi asioista, niin katso eteesi", sanoi perämies terävästi. "Muista se!"
"Kyllä!" sanoi poika nöyränä. "Eihän ne minua liikutakaan."
"Mitkä ei sinua liikuta?" sanoi perämies välinpitämättömästi.
"Laivurin hommat", vastasi Henry.
Perämies kääntyi kiukuissaan ja kuultuaan tirskumista keittiöstä, meni hän sen ovelle ja jäi tuijottamaan kokkia — olento raukkaa, joka ei edes viittä minuuttia voinut hillitä tunteitaan. Lyhyessä ajassa
huomasi hän keittiön kurjimmaksi luolaksi auringon alla ja kokin likaisimmaksi olennoksi, mikä milloinkaan oli ruokavaroja käsitellyt. Ilmoittaen kokille keksintönsä ja saatuaan tämän kunnon miehen tuskasta hikoilemaan, vetäytyi hän takaisin kannelle — ja miehistö sai uuden läksytyksen.
Nimittäen heitä hävyttömiksi, jos he vastasivat, pässinpäiksi, jos he vaikenivat, meni hän lopulta voitostaan varmana kajuuttaan. Miehistö puolestaan päästyään pahasta hengestään, alkoi vuorostaan ripittää Henryä.
"Olisit sinä minun poikani", sanoi Sam, hammastaan purren, "niin piiskaisinpa kun piiskaisinkin sinut, jotta tuuman alaa ei tervettä nahkaa ruumiissasi löytyisi."
"Ennen minä hirteen menisin, kuin sinun poikasi olisin", sanoi Henry varmasti.
Henryn isä oli monasti sanonut pojan tulevan äitiinsä, ja äidillä taas oli kieli sellainen, että koko Wapping sen tunsi, vieläpä etäisessä Limehousessakin oli se saavuttanut tunnustusta.
"Mitä arvon tunnetta tällaisessa laivassa voi vaatia, kun laivuri ei anna edes kajuutta-poikaa opettaa?" sanoi Dick synkkänä. "Pojalle itselle ääretön vahinko."
"Älkää minun tähteni surko, veljet", sanoi Henry rauhallisena.
"Minä kyllä hoidan itse itseni. Ette koskaan ole nähneet minun tulevan laivaan niin 'täynnä', että hyttiin yrittäisin luukkua avaamatta. Ette koskaan ole kuulleet minun ostavan vääriä setelirahapakkoja. Ette koskaan…"
"Kuulkaas tuota lurjusta!" sanoi Sam purppuranpunaisena. "Totta totisesti, vielä kerran tulen onnettomaksi tuon nulikan tähden — —"
"Ellet sinä tule, tulen minä", murisi Dick, jolle puhe vääristä setelirahoista oli arka kohta.
"Tulen, tulen!" vastasi Henry. "Olipa harmi, etten voi viipyä kauvemmin", jatkoi hän kohteliaasti. "Mutta meillä on perämiehen kanssa vähän asioita keskenämme."
"Kyllä minun ainakin on hankittava uusi paikka itselleni", sanoi Dick, nähdessään pojan katoavan kajuutan rappusista. "Elämässäni en ennen ole purjehtinut laivassa, missä poika saa tehdä mitä itse haluaa."
Sam pudisti päätään ja huokasi.
"Tämä on paras laiva, tuo poika poislaskettuna, missä olen purjehtinut", sanoi hän vakavana.
"Ja mitä tulee hänestä miehenä?", sanoi Dick, vaipuen aavistuksien maailmoihin. "Tehdään suuri vääryys pojalle, kun annetaan hänen kasvaa noin omin valloin. Hyvä selkäsauna kerran viikossa tekisi mainiota hänelle ja meille myöskin."
Hellän huolenpidon esine oli tällä aikaa päässyt kajuuttaan ja kaminiin nojaten jäänyt odottamaan perämiehen tiedusteluja.
"Missä kapteeni on nyt?" kysyi tämä, käyden suoraan asiaansa.
Henry kääntyi ja katsoi pientä seinällä nakuttavaa kelloa.
"Käy edestakaisin pientä katua Gravesendissa", sanoi hän hyvin rauhallisena.
"Vai niin! Sinä olet kaukonäkijä", sanoi perämies ja punastui. "No mitä hän siellä kuljeskelee?"
"Nähdäkseen 'hänen' tulevan", sanoi poika ja vilkutti silmillään.
Perämies hillitsi luontonsa, joskin suurella vaivalla.
"Ja mitä sitten kun 'hän' tulee?"
"Ei mitään", vastasi pieni noita päättävästi. — "Mitä te etsitte?", kysyi hän samassa levottomana, nähdessään perämiehen kohottavan sohvan kantta ja etsivän jotakin.
"Köyden pätkää", kuului vastaus.
"Miksi kysyitte minulta?" sanoi Henry, muuttuen yht'äkkiä onnettoman näköiseksi. "Se on totta! Ei hän mitään tee, — ei hän koskaan mitään tee, — katselee vaan."
"Mitä sinä oikein tarkoitat valheillasi?" kysyi perämies ja tarttui poikaa niskaan.
"Menkää itse katsomaan", sanoi Henry valittaen.
Perämies hellitti otteensa ja seisoi hetkisen ajattelevan näköisenä.
"Mene siivoomaan itsesi", sanoi hän yhtäkkiä terävästi. "Ja jos huomaan sinun valehdelleen, nyljen nahkasi elävänä."
Poika ei tarvinnut toista käskyä. Kuin tuuli hyökkäsi hän kannelle, nosti ämpärin vettä laivan syrjältä ja huolimatta miehistön
pilapuheista alkoi pestä sellaisella innolla, millaista hänessä ei miesmuistiin muistettu.
"No, viruttaja! Mikäs nyt on?" kysyi kokki, voimatta hillitä uteliaisuuttaan.
"Mitä te tarkoitatte?" sanoi Henry arvokkaasti.
"Pesu ja kaikki tuo", sanoi kokki, yksinkertainen luonnonlapsi.
"Vai niin! Ettekö te sitten koskaan peseydy, likainen sika", sanoi poika nenäänsä nyrpistäen. "Mutta ymmärtäähän sen. Arvelette tulevanne ruuan laittamisesta tarpeeksi puhtaaksi."
Kokin koura puristautui nyrkkiin, ja huomaamatta ollenkaan toistavansa toisten sanoja, sanoi hän Samille tulevansa vielä kerran onnettomaksi tuon poikanulikan tähden.
"Menemme vähän perämiehen kanssa kävelemään, Sam", sanoi poika, sulloutuen merimiesröijyynsä. "Pitäkää silmänne auki älkääkä taas tehkö mitään tyhmyyksiä. Voittehan muun työn puutteessa auttaa 'kyökki-pelleä' patojen ja astiain puhdistuksessa. Mutta älkää tapanne mukaan rikkoko niitä. Kas niin! Älkää seiskö ja laiskotelko."
Perämiehen tulo esti Samin vastaamasta; hän jäi hiljaa seisomaan toisten viereen katsellen "parin" maallemenoa. Erityisesti huomattiin Henryn pään olevan tavallista pystympänä; tekikö sen sitten perämiehen seura vai tuo tavattoman puhdas naama, oli mahdoton päättää.
"Hiljempaa, — kulje hiljempaa", huohotti perämies hengästyneenä, pyyhkien punaista naamaansa vielä punaisempaan nenäliinaan. "Mihin sinulla sellainen kiire on?"
"Tulemme liian myöhään ellemme kiirehdi", sanoi Henry, "ja silloin luulette minun valehdelleen."
Perämies ei tehnyt suurempia vastaväitteitä ja matkaa jatkettiin samalla reippaudella, kunnes lopulta saavuttiin pienelle, vähäliikkeiselle kadulle Gravesendissä.
"Tuolla hän on", sanoi Henry osoittaen katua hiljakseen astuvaa miestä. "Neiti on koulussa toisessa päässä katua. Opettajatar tai jotain sentapaista. Kas nyt ne tulevat!"
Samassa ilmestyi eräästä rakennuksesta kadulle nuori tyttö koululaukku toisessa ja nuottirulla toisessa kädessä. Perässä seurasi liuta koulutyttöjä joista kukin hajaantui omalle suunnalleen.
"Jotenkin kauniita muutamat noista", sanoi Henry ja katseli mielihyvällä koulutyttöjä. "Kas tuossa hän tulee. Minä en puolestani näe mitään erityistä hänessä."
Perämies katsoi tutkivasti lähestyvää tyttöä. Ne olivat siis varmaankin nuo harmaat silmät ja heikko puna tytön poskilla, jotka olivat saattaneet "Merilokin" laivurin pään sekaisin. Kunnioitettavan matkan päässä seurasi laivuri tyttöä ja näytti hämmästyvän, kohdatessaan odottamatta perämiehensä.
"Päivää, Jack!" sanoi hän.
"Hyvää päivää", vastasi perämies teeskennellen kummastusta. "Kuka olisi aavistanut tapaavansa teidät täällä."
Välittämättä vastata näihin hieman pilkallisesti lausuttuihin sanoihin, tirkisteli laivuri Henryä siksi kunnes ystävällinen, pistävä
hymyily katosi tämän veitikan kasvoilta. "Läksin vähän kävelemään", sanoi hän lopulta, kääntyen perämieheen.
"Hyvästi sitten taas", sanoi tämä päästääkseen laivurin pulasta.
Toinen nyökäytti päätään ja kääntyi jatkamaan kävelyään vauhdilla, minkä paljas näkeminenkin jo sai hikipisarat perämiehen otsalle. "Saa hän kiiruhtaa, jos vielä aikoo saavuttaa tytön", sanoi hän ajatuksissaan.
"Sitä hän ei haluakaan", sanoi Henry. "Sitä hän ei tee koskaan, tai jos hän sen tekeekin, menee hän vaan neidin sivutse ja vilkuilee häneen. Illalla hän sitten kirjoittelee rakkauskirjeitä, mutta tytön käteen ne eivät koskaan tule."
"Mistä sinä sen tiedät?" kysyi perämies.
"Olen vähän vilkaissut hänen olkansa ylitse, asettaessani astioita kaappiin", sanoi Henry.
Perämies pysähtyi ja tarkasteli nuorta lupaavaa ystäväänsä.
"Silloin joskus ehkä katselet minunkin kirjeitäni?" sanoi hän.
"Te vaan kirjoittelette vaimollenne", sanoi Henry välinpitämättömänä, "tai äidillenne. Minä en kuitenkaan muuta ole huomannut."
"Sinä tulet huonosti lopettamaan elämäsi, poika", murisi perämies hampaittensa raosta.
"En ymmärrä mitä hän niillä kirjeillään oikein tekee", jatkoi poika, ollenkaan välittämättä tulevaisuudestaan. "Sen vaan varmasti tiedän,
että perille ne eivät koskaan mene. Luulen häneltä puuttuvan rohkeutta. — Puh! — Onpa nyt pakanan lämmin!"
Oli uudestaan saavuttu joelle, ja poika pysähtyi epäillen pienen olutkapakan eteen, minkä puoliavonainen ovi ja sannoitettu lattia olivat ainaisia houkutuksia kaikille sivukulkijoille.
"Tilaappas pullo olutta", sanoi perämies, tuntien samoin vetovoiman.
"En", sanoi Henry lyhyesti. "Mitäs minä sitä tilaan, kun te kerran tilaatte."
Perämies irvisti, astui edellä sisään ja pyysi virvoitusjuomaa kahdelle. Samalla iski hän silmää leikilliselle isännälle, nähdessään tämän kaatavan pojan puolipulloa mahdottoman suureen tuoppiin.
"Varokaa päätänne, sir", sanoi isäntä Henrylle, kun tämä vilkasi lasinsa pohjaan, nyökkäsi perämiehelle ja hautasi pienen päänsä tuoppiin. "Muuten saatte viiksenne vaahtoon."
Poika laski tyhjän tuopin pöydälle, pyyhkäsi suutaan ja tarkasti hyökkääjää.
"Ei se mitään tee, kunhan eivät vaan punaisiksi muutu", sanoi hän levollisesti, "ja sitä ei tämä kurja moska suinkaan kykene tekemään."
Poika meni matkaansa perämiehen seuraamana. Isäntä jäi seisomaan toisella kädellä pyyhkien pöytää, toisella koneellisesti silittäen punertavia viiksiään. Sopivaa vastausta oli hänen mahdoton keksiä ennenkun vieraansa jo olivat kadonneet jäljettömiin.
II LUKU.
Kiukuissaan juoksumarssista jatkoi laivuri Wilson metsästystään, mutta perämiehen aikaansaama keskeytys oli onnettomuutta tuottava. Usein ennenkin oli hän jo tehnyt surullisia havainnoita otuksensa nopeudesta, — tänään saapui hän parhaaksi perille, nähdäkseen tytön nähtävällä levottomuudella kolkuttavan pienen, puutarhassa sijaitsevan rakennuksen ovelle ja katoavan sisään.
"Kirottu perämies", sanoi laivuri raivoissaan — "ja poika", lisäsi hän ollakseen täydellisesti puolueeton.
Päämäärättä jatkoi hän kulkuaan katua alaspäin, kunnes se muuttui korkeiden puitten varjostamaksi lehtokujaksi.
Laivuri pysähtyi ja nypisteli jotakin paperikappaletta takkinsa taskussa.
"Joka tapauksessa pitää minun nähdä ja puhutella häntä", mutisi hän itsekseen. "Rohkeutta, Wilson!"
Hitaasti lähestyi hän uudestaan taloa. Sydän pamppaillen ja kurkussa ikäänkuin joku tukahuttava palanen meni hän ovelle ja naputti hyvin hiljaa. Odotettuaan pitkän aikaa vastausta saamatta
nykäsi hän muutaman kerran soittonuorasta. Hetken kuluttua kuului askeleita ja vanha, valkohapsinen rouvasihminen aukaisi oven.
"Onko kapteeni Jackson kotona?" kysyi laivuri kauhean hermostuneena.
"Kuka?"
"Kapteeni Jackson", toisti laivuri punastuen.
"Ei täällä asu sen nimistä", sanoi vanha rouva. "Oletteko varma, että etsimänne henkilön nimi on juuri Jackson?" lisäsi hän.
"En — varma en tosiaankaan ole", sanoi Wilson totuuden mukaisesti.
Vanha rouva katsoi miestä uteliaana. "Astukaahan sisään", sanoi hän lähtien edellä ja antamatta toiselle aikaa vastaväitteisiin. Laivuri seurasi — omatunto kuin kanatarhaan vietävällä ketulla. Jääden seisomaan ovelle, katseli hän hämmästyksissään ja nolona seisomaan noussutta tyttöä.
"Tämä herra kysyi jotakin kapteeni Jackson-nimistä henkilöä", sanoi vanha rouva tyttöön kääntyen. "Ajattelin, ehkäpä hän — — hän ei ole varma nimestä… ehkäpä hän sattuisi tietämään jotakin."
"Epäilen sitä, äiti", sanoi tyttö ja katseli merimiestä vähemmin rohkaisevasti. "Täällä ei asu ketään kapteeni Jacksonia."
"Oletteko häntä jo kauan etsinyt?" kysyi äiti.
"Useita vuosia", vastasi toinen, tarkemmin vastaustaan ajattelematta.
Vanha rouva huokasi osaaottavasti.
"Istukaahan", sanoi hän.
"Kiitoksia", sanoi laivuri ja istuutui varovasti sohvan syrjälle.
"Ette siis ole oikein varma nimestä", sanoi tyttö kylmästi.
"Se — se oli vähän Jacksonin tapainen", mutisi vieras. "Yhtähyvin se sentään taisi olla Blackson tai Dackson, vieläpä Snackson'kin — sitä en uskalla mennä vannomaan."
Vanhan rouvan pää vaipui käsien varaan.
"Ehkä voisitte tietää jotakin minunkin miesraukastani", sanoi hän lopulta. "Hän katosi joku vuosi sitten ja kun te merenkulkijaa etsitte, luulin vihdoinkin saavani jotain tietoja hänestä."
"Tämä herrahan etsii aivan toista henkilöä, äiti", sanoi tyttö. "Sinä vaan suotta viivyttelet häntä."
"No, jos hän kerran useita vuosia on etsinyt", sanoi vanha rouva närkästyen, "niin näillä muutamilla minuuteilla ei suinkaan suuria voi aikaan saada."
"Ei! Tietystikään ei", sanoi Wilson, koettaen turhaan saada äänensä vakavammaksi. "Sanoitte miehenne kadonneen — — tarkoitatte varmaankin että hän on ollut kauan poissa?"
"Viisi vuotta", sanoi vanha rouva, asettaen kädet ristiin polvelleen. "Miten kauan sanoitte te etsineenne kapteeni Jacksonia?"
"Seitsemän", vastasi laivuri, kummastellen itsekin levollisuuttaan.
"Ja toivoanne ette vieläkään ole kadottanut?"
"En. En niin kauan kuin mailmassa vaellan", vastasi toinen ja tarkasteli mattoa lattialla.
"Niin minäkin ajattelen", sanoi vanha rouva päättävästi. "Ihmettelen hämmästystänne, hänet kerran ehkä tavatessanne."
"Molempain", sanoi tyttö.
"Siitä on viisi vuotta, toukokuussa — 20 päivä toukokuuta", sanoi vanha rouva, "kun minä viimeksi näin miesraukkani. Hän…"
"Äiti hyvä! Tuo ei suinkaan vierasta huvita", keskeytti tyttö.
"Päinvastoin, olen erinomaisen utelias", sanoi laivuri. "Kun sitäpaitsi etsin Jacksonia, voin mainiosti tavata hänetkin… Kuka sen voi tietää!"
"Niin, kuka sen voi tietää", sanoi vanha rouva. "Yksi häntä muuten jo etsiikin… Herra Glover, tyttäreni tuleva mies."
Seurasi kiusallinen äänettömyys, mutta lopulta kuitenkin, koottuaan kaiken kärsivällisyytensä ja mielenmalttinsa, sai laivuri puhelahjansa takaisin.
"Toivon hänen löytävän miehenne", sanoi hän pitkäveteisesti.
"Herra Glover tekee mitä ihmisvoimalle on mahdollista", sanoi vanha rouva. "Hän on kauppamatkustaja ja kulkee asioissansa ympäri maata."
"Oletteko koettaneet sanomalehdessä ilmoittaa?" kysyi laivuri, yrittäen urhoollisesti pitää voimassa asian alussa osoittamaansa
