A Survey And Cohort Intervention Using Indirect Speech And Language Therapy For Children With Primary Language Impairment In Schools

Elspeth McCartney, Mary Turnbull, James Boyle, Sue Ellis

Research output: Book/ReportOther report

Abstract

A cohort intervention was carried, out with 42 children with primary language impairment (PLI) receiving intervention from education staff in their mainstream school following discussion with and on the advice of a speech and language therapist (SLT). This is a widely-used consultancy model. No significant language gains were made on standardised language or reading tests, but the children fared as well as a comparable group in another research project who received community-based SLT services. The model was broadly acceptable to schools, but amount and patterns of intervention varied considerably amongst school classes. A survey of SLT managers provided a critique of the model, confirming that variation in implementation would be a likely issue. SLT services adopting this model will require to undertake careful audit of service provision and monitor the implementation of intervention in schools.
LanguageEnglish
Place of PublicationGlasgow
Number of pages81
Publication statusUnpublished - 2004

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Keywords

  • speech therapy
  • language impairment
  • children
  • education and professional studies

Cite this

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title = "A Survey And Cohort Intervention Using Indirect Speech And Language Therapy For Children With Primary Language Impairment In Schools",
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A Survey And Cohort Intervention Using Indirect Speech And Language Therapy For Children With Primary Language Impairment In Schools. / McCartney, Elspeth; Turnbull, Mary; Boyle, James; Ellis, Sue.

Glasgow, 2004. 81 p.

Research output: Book/ReportOther report

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AB - A cohort intervention was carried, out with 42 children with primary language impairment (PLI) receiving intervention from education staff in their mainstream school following discussion with and on the advice of a speech and language therapist (SLT). This is a widely-used consultancy model. No significant language gains were made on standardised language or reading tests, but the children fared as well as a comparable group in another research project who received community-based SLT services. The model was broadly acceptable to schools, but amount and patterns of intervention varied considerably amongst school classes. A survey of SLT managers provided a critique of the model, confirming that variation in implementation would be a likely issue. SLT services adopting this model will require to undertake careful audit of service provision and monitor the implementation of intervention in schools.

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