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Feasibility and Evaluation of Talk Boost KS2: A School-Based Programme for Oral Language Skills in Children with Low-Average Communication Skills in Key Stage 2
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Reeves, Louisa; Freed, Jenny; Wright, Jonathan; Wood, Elizabeth; Black, Rachael; Hartshorne, Mary; Adams, Catherine – Child Language Teaching and Therapy, 2019
Oral language skills in childhood are known to predict literacy levels and academic performance. Identification of children's low-average oral language skills in school is challenging when clear criteria for developmental language disorder are not met. There are few studies of targeted, school-based oral language interventions for the older child.…
Descriptors: Foreign Countries, Oral Language, Language Skills, Communication Skills
Metacognition in Speech and Language Therapy for Children with Social (Pragmatic) Communication Disorders: Implications for a Theory of Therapy
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Gaile, Jacqueline; Adams, Catherine – International Journal of Language & Communication Disorders, 2018
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,…
Descriptors: Metacognition, Speech Therapy, Intervention, Interpersonal Communication
Do Children with Social Communication Disorder Have Explicit Knowledge of Pragmatic Rules They Break? A Comparison of Conversational Pragmatic Ability and Metapragmatic Awareness
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Lockton, Elaine; Adams, Catherine; Collins, Anna – International Journal of Language & Communication Disorders, 2016
Background: Children who have social communication disorder (CwSCD) demonstrate persistent difficulties with language pragmatics in conversations and other verbal interactions. Speech-language interventions for these children often include promotion of metapragmatic awareness (MPA); that is, the ability to identify explicitly and reflect upon…
Descriptors: Communication Disorders, Speech Language Pathology, Intervention, Interpersonal Communication
The Social Communication Intervention Project: A Randomized Controlled Trial of the Effectiveness of Speech and Language Therapy for School-Age Children Who Have Pragmatic and Social Communication Problems with or without Autism Spectrum Disorder
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Adams, Catherine; Lockton, Elaine; Freed, Jenny; Gaile, Jacqueline; Earl, Gillian; McBean, Kirsty; Nash, Marysia; Green, Jonathan; Vail, Andy; Law, James – International Journal of Language & Communication Disorders, 2012
Background: Children who show disproportionate difficulty with the pragmatic as compared with the structural aspects of language are described as having pragmatic language impairment (PLI) or social communication disorder (SCD). Some children who have PLI also show mild social impairments associated with high-functioning autism or autism spectrum…
Descriptors: Language Aptitude, Outcome Measures, Intervention, Speech Therapy
Implementation of a Manualized Communication Intervention for School-Aged Children with Pragmatic and Social Communication Needs in a Randomized Controlled Trial: The Social Communication Intervention Project
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Adams, Catherine; Lockton, Elaine; Gaile, Jacqueline; Earl, Gillian; Freed, Jenny – International Journal of Language & Communication Disorders, 2012
Background: Speech-language interventions are often complex in nature, involving multiple observations, variable outcomes and individualization in treatment delivery. The accepted procedure associated with randomized controlled trials (RCT) of such complex interventions is to develop and implement a manual of intervention in order that reliable…
Descriptors: Educational Environment, Intervention, Speech Therapy, Check Lists
Pragmatic Language Impairment: Case Studies of Social and Pragmatic Language Therapy
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Adams, Catherine; Baxendale, Janet; Lloyd, Julian; Aldred, Catherine – Child Language Teaching and Therapy, 2005
The current position on speech and language intervention for children who have pragmatic language impairment (PLI) is limited by a lack of evidence to support practice. Two intervention outcome case studies of children with PLI, aimed at establishing efficacy, are presented in this paper. Standardized language tests and conversational sampling…
Descriptors: Pragmatics, Language Processing, Intervention, Language Tests