This is the accepted version of the paper.This version of the publication may differ from the final published version. Permanent

This paper highlights the appeal of dynamic assessment (DA) for speech and language therapists (SLTs), and describes the usefulness of various DA models and methods. It describes the background to DA, and the uses to which DA has been put, by educational psychologists in the UK, and by SLTs in the USA. The research and development of methods of DA are described, and the case for developing DA methods for use in a) research and predictive applications, and b) clinical applications to inform interventions by SLTs and in collaborative practice, is made. Implications for future research are presented.

Citation: Lousada, M., Jesus, L.M.T., Capelas, S., Margaca, C., Simoes, D., Valente, A., Hall, A. and Joffe, V. (2013). Phonological and articulation treatment approaches in Portuguese children with speech and language impairments: a randomized controlled intervention study. International Journal of Language and Communication Disorders, 48(2), pp. 172-187. doi: 10.1111/j.1460-6984.2012 This is the accepted version of the paper.This version of the publication may differ from the final published version. Permanent

This study investigates the syntactic abilities of ten individuals with Williams syndrome (WS) (mean chronological age: 8;9 years; mean mental age: 4;8 years) and Down's syndrome (DS) (mean chronological age: 8;7 years; mean mental age: 4;6 years), matched individually on chronological age, mental age and performance IQ. The syntactic components investigated include the comprehension of passives and the production, comprehension and repetition of wh-questions. Performance is compared to ten younger typically developing (TD) controls matched individually to both experimental groups on mental age (mean chronological age: 4;4 years; mean mental age: 5;0 years). Participants were given a standardized measure of grammatical ability and non-standardized tasks exploring the comprehension of active and passive sentences, and the production, comprehension and repetition of a range of wh-question types: wh-subject, wh-object, which NP-subject and which NP-object. Participants with WS and DS performed similarly on the standardized measure of grammatical ability, as well as on the experimental tasks that tapped comprehension of passives, and production and comprehension of wh-questions. Participants with DS performed significantly more poorly than both the WS cohort and TD controls on the repetition of wh-questions. Both the WS and DS cohorts performed significantly more poorly on most of the syntactic tasks compared to the younger TD controls. Individuals with WS and DS experienced significant difficulties in tasks measuring aspects of syntactic ability and performed more poorly than mental age-matched TD controls. Implications of these findings, with regards to the debates around language "intactness" in WS, as well as the similarities and differences in language abilities in WS and DS, dependent on age and developmental stages studied, are explored.

Citation: Lousada, M., Jesus, L. M., Hall, A. & Joffe, V. (2014). Intelligibility as a clinical outcome measure following intervention with children with phonologically based speechsound disorders. International Journal of Language and Communication Disorders, doi: 10.1111/1460-6984.12095 This is the unspecified version of the paper.This version of the publication may differ from the final published version. Permanent