Evidence based pathways to intervention for children with language disorders

Ebbels, Susan; McCartney, Elspeth; Slonims, Victoria; Dockrell, Julie; Norbury, Courtney F.

doi:10.7287/peerj.preprints.2951v1

Cited by 3 publications

(8 citation statements)

References 29 publications

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“…We considered three dimensions which might indicate that a child was at risk of experiencing a speech/language difficulty: socio demographic factors, language behaviors, and other associated academic and behavioral needs. An understanding of these factors has implications for both the development of service delivery models and monitoring and intervention (Ebbels et al, 2017). Both groups of respondents were aware of the elevated occurrence of language difficulties in children from areas of disadvantage and for those children with SEN (Korpilahti et al, 2016).…”

Section: Indicators Of An Slcnmentioning

confidence: 99%

“…The major barrier to practice identified was the lack of training of Education staff and this is reflected by the difficulties Education staff experienced with terminology and oral language markers of SLCN but, also likely reflects different expectations about collaborative practice (McCartney, 1999;Baxter et al, 2009). Unexpectedly, 57% of the SLTs indicated that knowing how to support children with SLCN in the classroom was a major barrier and 27% highlighted challenges in identifying children with SLCN raising challenges for current models of SLT working practices [see, for example, Ebbels et al (2017)]. For SLTs, there is a wide range of measures available to assess children's speech and language skills and the challenges probably reflect the different criteria in use and change in resources that have had an impact on professional roles with respect to SLCN (Lindsay et al, 2002).…”

Section: Barriers To Practicementioning

confidence: 99%

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Children with Speech Language and Communication Needs in England: Challenges for Practice

et al. 2017

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Teachers and speech and language therapists (SLTs) share concern about children's speech, language, and communication needs (SLCNs) but they have different foci because of their professional roles. Contemporary research has identified the challenges to schools when meeting the needs of children with SLCN, highlighted terminological controversies, and has increased opportunities for professional development. The views of 170 Educationalists and SLT professionals in England about SLCN, and the children's associated needs were compared for similarities and differences in an online survey that employed both categorical responses and Likert scales. Comparisons were made between teacher and SLT groups and between SLTs working in schools and clinics. There were few significant differences between the views of SLTs in clinics and education. In contrast, there were often large and significant differences between teachers and SLTs. Education professionals were less familiar with terminology related to speech difficulties, did not discriminate between behaviors that might differentiate speech from language difficulties and varied in the ratings given about other associated difficulties. Additionally, education professionals showed awareness of academic and behavior difficulties associated with language difficulties and highlighted associated problems with reading and writing. SLTs felt confident in their understanding of the relevant terminology but there was less clarity in the features that discriminated speech from language difficulties. Both the Educationalists and SLTs valued additional training needs with over 50% of the Education staff reporting that they had no training in SLCN. The lack of clarity about the language markers of SLCN by teachers and the requests for tools to help in the identification of speech and language problems in school-age children are important areas to address. Both SLTs and Education staff emphasized the co-occurrence of difficulties with reading comprehension and written text production, highlighting the importance of profiling children's language learning needs rather than a reliance on diagnostic categories.

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Section: Indicators Of An Slcnmentioning

confidence: 99%

Section: Barriers To Practicementioning

confidence: 99%

Children with Speech Language and Communication Needs in England: Challenges for Practice

et al. 2017

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“…Many children requiring support are not being identified (Norbury et al, 2016; Tomblin et al, 1997) and, in England, inconsistencies in access to speech and language services have been identified (Longfield, 2019). These challenges have led to a move towards a continuum of speech and language provision, whereby the degree of support is graduated in line with the level of need of the particular child (Bercow, 2008; Ebbels et al, 2019; Gascoigne, 2006; Lindsay et al, 2012). Tiered approaches to support children’s educational needs are well established.…”

Section: Introductionmentioning

confidence: 99%

“…This is arguably an appropriate means of addressing language-learning needs given their scale and uneven distribution (Law, 2019a) and the fact that all children need strong oracy skills (Oracy APPG, 2020). Implementing a tiered approach could lead to a number of positive outcomes, including earlier and more accurate identification of those with language-learning needs (Dockrell et al, 2012), more equitable access to appropriate support (Law, Reilly et al, 2013) and the more efficient and cost-effective allocation of specialist resources (Ebbels et al, 2019; Lindsay et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…The move to tiered provision necessitates changes to traditional ways of working for both SLTs (Ebbels et al, 2019; Gascoigne, 2006; Lindsay et al, 2012) and teachers, who need a secure grasp of evidence-based, language-supporting practice (Dockrell et al, 2012). However, teachers are reported to lack confidence in supporting oral language (The Communication Trust, 2017), a focus on oral language in schools and classrooms has not been explicit (Jones, 2017), and there is accumulating evidence that further training and support is required to implement effective language-supporting practices in classrooms (Carter, 2015; Dockrell et al, 2017; Dockrell & Lindsay, 2001).…”

Section: Introductionmentioning

confidence: 99%

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Universal strategies for the improvement of expressive language skills in the primary classroom: A systematic review

Dobinson¹,

Dockrell²

2021

First Language

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Oral language skills underpin children’s educational success and enhance positive life outcomes. Yet, significant numbers of children struggle to develop competence in speaking and listening, especially those from areas of high economic deprivation. A tiered intervention model, graduating the level of provision in line with levels of need, has been posited as most appropriate for supporting children’s language development. The first tier, or universal provision, is characterised by high-quality, evidence-informed language teaching for all. To date, our understanding of effective universal language delivery remains limited, particularly in the primary-school age range. This systematic review addresses this gap by identifying and evaluating existing evidence with the aim of informing practice and future research. Following PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, a systematic search protocol was used to identify experimental and quasi-experimental studies evaluating universal approaches designed to support children’s oracy skills. Thirty-one studies were identified for inclusion and their characteristics and findings are reported and their reliability evaluated. Studies provide indicative evidence for the effectiveness of interactive book reading, structured vocabulary programmes, manualised curricula and approaches involving speech and language therapists. The strengths and weaknesses of our current knowledge are outlined and implications for practice and research are discussed.

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Achieving effective interprofessional practice between speech and language therapists and teachers: An epistemological perspective

Quigley

Smith

2021

Child Language Teaching and Therapy

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Interprofessional practice between speech and language therapists and teachers involve sharing knowledge and experiences to achieve a common goal of improving child outcomes. Although interprofessional practice has widespread support from both disciplines, it is not always easily implemented in day-to-day practice and numerous challenges have been documented. This study attempts to address these challenges through an epistemological perspective of interprofessional practice between teachers and speech and language therapists. Action research methodology was employed for this inquiry that spanned the duration of a school year. Data analysis placed an explicit focus on the experiences of interprofessional practice between the speech and language therapist and teachers, including an examination of how action was agreed and the processes underpinning collaborative working. An epistemological lens facilitated a more in-depth consideration of the diverse ways of knowing implicit in interprofessional practice and provided guidance on how to overcome the barriers, and realise the potential, of collaboration between speech and language therapists and teachers in daily practice. Four factors, rooted in an epistemological perspective, were generated from the analyses as core tenets of effective interprofessional practice. These included securing a participatory space; actively facilitating power-sharing; balancing the status of practical knowing with propositional knowing and anchoring interprofessional practice in collaboratively designed, practical activities that integrate ways of knowing. The former four factors, and their implications, offer concrete and practical direction for practitioners and educators on how to achieve effective interprofessional practice to help improve child outcomes collaboratively.

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Evidence based pathways to intervention for children with language disorders

Cited by 3 publications

References 29 publications

Children with Speech Language and Communication Needs in England: Challenges for Practice

Children with Speech Language and Communication Needs in England: Challenges for Practice

Universal strategies for the improvement of expressive language skills in the primary classroom: A systematic review

Achieving effective interprofessional practice between speech and language therapists and teachers: An epistemological perspective

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