Mapping practice onto theory: the speech and language practitioner's construction of receptive language impairment

Law, James; Campbell, Catherine; Roulstone, Sue; Adams, Catherine; Boyle, James

doi:10.1080/13682820701489717

Cited by 23 publications

(37 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, they referred to evidence from their own experience, from local evaluations as well as published research. Furthermore, the level of evidence was only one of the factors that was taken into account when selecting interventions and respondents were clearly balancing practical issues with a process of selecting an intervention to match the needs of the children, perhaps using what Law et al ( 2007) referred to as 'theories of therapy'.…”

Section: Discussionmentioning

confidence: 99%

“…Other studies of practice have surveyed speech and language therapist's (SLTs) use of interventions for children with speech problems (McLeod & Baker, 2004;Joffe & Pring, 2008) and receptive language impairment (Law, Campbell, Roulstone, Adams & Boyle, 2007). The two studies of speech interventions focused on interventions already mentioned in the research literature.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Interventions for children with speech, language and communication needs: An exploration of current practice

Roulstone¹,

Wren

Bakopoulou³

et al. 2012

Child Language Teaching and Therapy

View full text Add to dashboard Cite

This article reports a series of interviews with education and health practitioners. The aims were to identify interventions used in practice with children with speech, language and communication needs, to explore explanations for the choice of intervention and to identify the ways that outcomes were measured. Participants (n = 61) included educational psychologists, speech and language therapists and education advisory staff. They talked about interventions in terms of published programmes, principles and activities, strategies, resources and training programmes. There was evidence of local adaptation of interventions and wide development of local programmes. The choice of intervention was governed by a desire to meet identified service gaps and with reference to the evidential and/or theoretical basis of the intervention and the practicalities of the intervention. Outcomes were typically measured at the level of the individual rather than a service level. The study provided insight into the range of interventions in current practice, how service managers justify intervention choices and measure outcomes. The data from this study informed a national survey to examine patterns of usage of interventions.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Interventions for children with speech, language and communication needs: An exploration of current practice

Roulstone¹,

Wren

Bakopoulou³

et al. 2012

Child Language Teaching and Therapy

View full text Add to dashboard Cite

show abstract

“…The extent to which professional practice with children with RELI maps on to underlying theory has been investigated in a recent survey of qualified SLTs in the UK, focusing on practice with children aged 5 to 11 years 69 . The findings revealed that children with RELI are seen as a priority and receive extensive services that reflect diverse practice.…”

Section: Interventions For Relimentioning

confidence: 99%

Intervention for mixed receptive–expressive language impairment: a review

Boyle¹,

McCartney²,

O’Hare³

et al. 2010

Develop Med Child Neuro

View full text Add to dashboard Cite

RCT Randomized controlled trial RELI Receptive-expressive language impairment SES Standardized effect size SLI Specific language impairment SLT Speech and language therapist Studies indicate that language impairment that cannot be accounted for by factors such as belowaverage non-verbal ability, hearing impairment, behaviour or emotional problems, or neurological impairments affects some 6% of school-age children. Language impairment with a receptive language component is more resistant to intervention than specific expressive or phonological delays, and carries a greater risk of comorbid behavioural difficulties as well as adverse outcomes for language development and academic progress. This paper considers underlying explanations that may account for receptive-expressive language impairment. It also reviews evidence for the effectiveness of intervention from theory and recent systematic reviews, trials, and speech and language therapy practice.Children with receptive-expressive language impairment (RELI), also referred to as 'receptive language disorder' 1 or 'mixed receptive-expressive disorder', 2 form a subset of those with speech, language, and communication needs who commonly have problems understanding both spoken and written language. They have particular difficulties in comprehending vocabulary and grammar and inferring meaning and will also have problems with expressive language. Some may have difficulties in pragmatics, i.e. the use of language in social contexts. 3 Population studies indicate that some 6% of 5-year-old children have significant difficulties in language functioning. 4,5 However, variability is observed across studies in the stringency of criteria and the nature of the measures used to define language impairment. 6,7 For example, composite scores are often used which do not distinguish between the child's language production (expressive language skills) and understanding of language (receptive language skills). However, studies that do make this distinction indicate that 2 to 4% of 5-year-olds have RELI. 5,8 A detailed study of referral rates in one primary care trust in the UK (providing local community health services based on 1100 referrals to speech and language therapists [SLTs] over a 15-month period 9 ) would suggest a UK prevalence of 4.5%, which is at the higher end of these estimates. Caution is required, however, as local factors such as staffing and resources for intervention would have influenced referral patterns.RELI is likely to have a marked long-term impact on the outcomes for language development, 10-12 literacy, 10,12,13 behaviour, and social development. 12,14,15 There are links also to mental health problems. 16,17 Studies consistently reveal that RELI is a higher risk factor for adverse long-term outcomes than specific expressive language impairment (ELI), which highlights the importance of effective early intervention.Intervention for RELI may be informed by an understanding of levels of explanation based upon relevant theory and probable underlying mechanis...

show abstract

“…In an analysis of the therapy rationales of experienced paediatric SLTs, tacit categorization of therapy tasks as either metacognitive or skills acquisition was revealed (Law et al . ). Tasks to develop explicit language skills were considered as skills acquisition, while those aimed at improving the child's ability to reflect on the process of learning about language were metacognitive.…”

Section: Introductionmentioning

confidence: 97%

Metacognition in speech and language therapy for children with social (pragmatic) communication disorders: implications for a theory of therapy

Gaile

Adams

2017

Intl J Lang & Comm Disor

View full text Add to dashboard Cite

Background: Metacognition is a significant component of complex interventions for children who have developmental language disorders. Research into how metacognition operates in the content or process of developmental language therapy delivery is limited. Identification and description of proposed active therapy components, such as metacognition, may contribute to our understanding of how to deliver complex communication interventions in an optimal manner. Aims: To analyse aspects of metacognition during therapy derived from a manualized speech and language intervention (the Social Communication Intervention Programme-SCIP) as delivered to children who have social (pragmatic) communication disorder (SPCD) and to examine the dynamic process of delivering therapy. Methods & Procedures:A purposive sample of eight filmed therapy sessions was selected from the video data corpus of intervention-arm participants within a randomized controlled trial. The child-therapist interactions during therapy sessions from five children (aged between 5;11 and 10;3) in the SCIP trial were transcribed. Filmed sessions represented a variety of communication profiles and SCIP therapy content. Starting from existing theory on metacognition, cycles of iterative analysis were performed using a mixed inductive-deductive qualitative analysis. A preliminary list of metacognitive content embedded in the intervention was developed into a metacognitive coding framework (MCF). A thematic analysis of the identified metacognitive content of the intervention was then carried out across the whole sample. Outcomes & Results: Thematic analysis revealed the presence of metacognition in the content and delivery of SCIP intervention. Four main themes of metacognitive person, task and strategy knowledge, and monitoring/control were identified. Metacognition was a feature of how children's ability to monitor language, pragmatic and social interaction skills, in themselves and other people, was developed. Task design and delivery methods were found to play a particular role in adjusting the metacognitive content of the therapy activities. Conclusions & Implications:This study makes explicit the metacognitive content and delivery within a complex developmental communication intervention. Discussion of the findings about metacognitive content provides an explanation of how the skilled speech and language therapist manipulates task demands, person knowledge and therapy methods towards the therapy goal. Clinical applications of the metacognitive framework are discussed. We suggest that the process of making the tacit knowledge of the therapist explicit can contribute to the implementation of complex evidence-based interventions.

show abstract

Mapping practice onto theory: the speech and language practitioner's construction of receptive language impairment

Cited by 23 publications

References 26 publications

Interventions for children with speech, language and communication needs: An exploration of current practice

Interventions for children with speech, language and communication needs: An exploration of current practice

Intervention for mixed receptive–expressive language impairment: a review

Metacognition in speech and language therapy for children with social (pragmatic) communication disorders: implications for a theory of therapy

Contact Info

Product

Resources

About