Language intervention in the school years: a systemic approach (original) (raw)
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Revista De Logopedia Foniatria Y Audiologia, 2008
In this paper we consider intervention for children with developmental language difficulties from a systemic approach. Much of the literature concerning intervention for language difficulties focuses on child and therapist. Our argument is that it is necessary to consider the child in the wider educational and social context. The immediate or proximal context is primarily the school and family for it is in these two settings that children spend the large majority of their time. The more distal context concerns the wider society in which the child lives. This analysis, therefore, considers not only the child and direct interventions but also the socio-political context in which the interventions occur.
Emerging model of communication and language intervention
Mental Retardation and Developmental Disabilities Research Reviews, 1997
Research on methods to enhance and remediate the communication and language development of children with mental retardation and developmental disabilities has been ongoing since the early 1960s. Scores of studies have been conducted over this time period, the vast majority aimed at testing various procedures or intervention ''packages'' with relatively small numbers of children for very limited periods of time. This ''technology building'' period is gradually receding and the framework of a developmental model of early communication and language intervention is emerging. This model supports the use of different intervention approaches at different points in a child's development. The purpose of this paper is to describe the basic framework of this emerging model, to provide an overview of the research findings that support it, and to identify high priority areas for further investigation.
Evidence‐based pathways to intervention for children with language disorders
International Journal of Language & Communication Disorders
Background: Paediatric SLT roles often involve planning individualised intervention for specific children (provided directly by SLTs or indirectly through non-SLTs), working collaboratively with families and education staff and providing advice and training. A tiered approach to service delivery is currently recommended, whereby services become increasingly specialised and individualised for children with greater needs. Aims: To examine 1) evidence of intervention effectiveness for children with language disorders at different tiers and 2) evidence regarding SLT roles; and to propose an evidencebased model of SLT service delivery. Methods: Controlled, peer-reviewed studies, meta-analyses and systematic reviews of interventions for children with language disorders are reviewed and their outcomes discussed, alongside the differing roles SLTs play in these interventions. We indicate where gaps in the evidence base exist and present a possible model of service delivery consistent with current evidence, and a flowchart to aid clinical decision making.
International Journal of Speech-Language Pathology, 2006
This paper illustrates a psycholinguistic approach to investigating children's speech and literacy difficulties by describing a ''three-way'' intervention plan for Jarrod, a 7 year old boy with unintelligible speech. First, a speech processing profile, a speech processing model and developmental phase models of speech and literacy were used to determine the relationship between his spoken and written language skills and what strengths could be built on in an intervention programme. Second, an analysis of the speech data was used to examine contributing factors to Jarrod's unintelligibility and what intervention targets might be selected to promote his speech, phonological awareness and literacy skills. Third, who might be involved in his intervention programme is suggested and what training might be needed to ensure appropriate interaction between child and listener in the therapy/teaching situation. A psycholinguistic approach can be helpful for children like Jarrod as it tackles speech and literacy simultaneously and has inbuilt assessments, monitoring and evaluation. The intervention can also be carried out by others and in groups. However, this approach needs to be combined with that derived from other perspectives (e.g. linguistic, educational, medical and psychosocial) to ensure a comprehensive management programme is carried out.
Children with Specific Speech and Language Difficulties—the teachers' perspective
Oxford Review of Education, 2001
Children with speci c speech and language dif culties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers' views about the children's problems and educational needs. This paper reports the ndings of a two-stage project in two local education authorities investigating the characteristics and needs of children with speci c speech and language dif culties (SSLD).