Child Language Teaching and Therapy recent issues

Editorial

Radford, J., Mahon, M. — 2008-05-29

Change for children with language and communication needs: creating sustainable integrated services

Gascoigne, M. — 2008-05-29

This paper takes a `whole system' view of the opportunities and challenges presented to those working to achieve better outcomes for children. Collaboration will be considered from a multi-layered perspective, taking into account practitioner, operational, strategic and national levels of collaboration and the factors which have been identified to be of relevance to outcomes. Policy and legislation will be summarized as applied to the delivery of effective services for children with speech, language and communication needs. The paper will then explore models which are emerging or in development within the new structures resulting from the policy agenda over the past decade. The aim is to provide examples and discussion of novel systems. Consequently the paper does not present retrospective data in terms of evaluation of models as this will require a longitudinal approach as the new structures unfold.

Promoting language and literacy skills in the early years: lessons from interdisciplinary teaching and learning

Wright, J. A., Stackhouse, J., Wood, J. — 2008-05-29

The recent focus on joint training programmes to support the development of interagency/interdisciplinary collaboration places considerable emphasis on interprofessional education at undergraduate and postgraduate level. It is therefore important to ensure that interprofessional learning is embedded in Continuing Professional Development (CPD) and that professionals across health and education who work together to support children with communication problems can develop a better understanding and appreciation of each other's roles (Wright et al., 2004). This paper presents the findings from a study of interdisciplinary training for early years practitioners aimed at improving identification, understanding and practical support for children at risk of language and literacy difficulties (Wood, Wright and Stackhouse, 2000). Specific activities designed to facilitate interdisciplinary learning are presented and what the practitioners on the courses took away in terms of knowledge, skills and attitude is discussed.

A new paradigm to inform inter-professional learning for integrating speech and language provision into secondary schools: a socio-cultural activity theory approach

Martin, D. — 2008-05-29

The paper presents a new way of understanding and investigating inter-professional learning across agencies for children and young people with speech, language and communication needs (SLCN) in schools in England. It considers specifically speech and language therapy staff and school staff learning to work together and working to learn together in secondary mainstream provision. Concepts and analysis of learning to work collaboratively are orientated by socio-cultural activity theory. In addition, evidence of learning for risk-taking and resilience are presented which are not readily analysed by the theory. The paper argues for considering collaborative working as organizational learning predicated on collective, rather than individual, engagement.

Parent--child interaction in Nigerian families: conversation analysis, context and culture

Burns, A., Radford, J. — 2008-05-29

This paper uses a conversation analysis (CA) approach to explore parent—child interaction (PCI) within Nigerian families. We illustrate how speech and language therapists (SLTs), by using CA, can tailor recommendations according to the interactional style of each individual family that are consonant with the family's cultural beliefs. Three parent—child dyads were video-taped playing and talking together in their home environments. The analysis uncovered a preference for instructional talk similar to that used in the classroom. Closer examination revealed that this was not inappropriate when considering the context of the activities and their perceived discourse role. Furthermore, this was not necessarily at the expense of responsivity or semantic contingency. The preference for instructional talk appeared to reflect deeply held cultural beliefs about the role of adults and children within the family and it is argued that the cultural paradigm is vitally important to consider when evaluating PCI. Given a potential risk that such young children may be vulnerable in terms of language difficulties, we offer an example of how PCI can be enhanced to encourage language development without disrupting the naturally occurring talk or the underlying purpose of the interaction.

Other ways of seeing; other ways of being: imagination as a tool for developing multiprofessional practice for children with communication needs

Jarvis, J., Trodd, L. — 2008-05-29

The purpose of this discussion paper is to explore ways in which professionals working in multi-professional settings can develop their understanding of the different perspectives and knowledge bases of team members in order to build new working practices together. The importance of exploring professional identity in professional development programmes for new teams is emphasized. The authors draw on their own experience of leading professional development to suggest the use of imagination as a key tool that can enable professionals to develop new ways of understanding the perspectives of others and to forge new identities for themselves in multi-professional teams. On foundations of mutual understanding professionals can begin to develop effective multi-professional working to meet the needs of children with communication difficulties.

Book review: First Steps to Emotional Literacy: K. Ripley and E. Simpson: Abingdon: Routledge (2007) 75pp. Pbk {pound}24.99 ISBN 978 84312 415 3

Bakopoulou, I. — 2008-05-29

Book review: Making communication count from Foundation stage to Key Stage Three: A. Burnett and Wylie J. Chataway: London: Routledge (2007) v + 96pp. Pbk {pound}18.00 ISBN 978 1 84312 438 2

Hudson, P. — 2008-05-29

Book review: Helping Children Hang On To Your Every Word: M. Johnson: Stafford: QEd Publications (2007) 80pp. Pbk {pound}10.00 ISBN 978 1 898873 53 2

Cross, R. — 2008-05-29

Book review: One Step at a Time: A. Locke: London: Network Continuum (2006) 184pp. Pbk {pound}24.99 ISBN 1 85539 117 1

Thornton, A. — 2008-05-29

Book review: Listening to Children in their Early Years: H. Mortimer, with Sure Start: Stafford: QEd Publications (2007) 44pp. Pbk {pound}6.00 ISBN 978 1 898873 52 5

Forrester, L. — 2008-05-29

Editorial

Clegg, J. — 2008-01-04

Patterns in early interaction between young preschool children with severe speech and physical impairments and their parents

Sandberg, A. D., Liliedahl, M. — 2008-01-04

The aim of this study is to examine whether the asymmetrical pattern of communication usually found between people who use augmentative and alternative communication and their partners using natural speech was also found in the interaction between non-vocal young preschool children with cerebral palsy and their parents. Three parent—child dyads (children's age 2;5—3;4 and developmental age 18 months) were video-recorded during everyday activities. Three comparison dyads with children matched for developmental age and sex with the children in the focus dyads were studied in the same situations. There were only small differences between the two sets of children, while the parents in the focus dyads were more active than the parents in the comparison dyads. The results are discussed in relation to early intervention, aiming at enhancing development of functional patterns of interaction.

Oral narrative intervention for children with mixed reading disability

Westerveld, M. F., Gillon, G. T. — 2008-01-04

Ten children (aged between 7;11 and 9;2) with mixed reading disability participated in an oral narrative intervention programme that focused on enhancing children's story structure knowledge. The participants had all demonstrated persistent reading and oral narrative comprehension and production difficulties in a two-year longitudinal study prior to the intervention. A non-equivalent pretest—posttest control group design was used in which one group of five children was randomly selected to receive the intervention immediately and the other group of five children received the intervention delayed. A speech language therapist implemented the intervention in small group sessions twice weekly until 12 hours of intervention were completed. The results indicated significant treatment effects for oral narrative comprehension performance. Despite this improvement in children's ability to answer comprehension questions relating to story structure elements, there was little change in oral narrative production performance as a result of the intervention, and transfer to reading comprehension was not evident.

The assessment and identification of language impairment in Asperger's syndrome: A case study

Worth, S., Reynolds, S. — 2008-01-04

Although sharing many of the identified difficulties associated with autism, Asperger's syndrome (AS) is widely believed to differ in the domain of linguistic deficit. While researchers may disagree in detail about the language and communication performance of pupils with Asperger's syndrome, there seems to be general consensus that such difficulties that they do experience are the result of their social impairments. This case study, of an 11-year-old boy with Asperger's syndrome, suggests that such pupils do experience subtle difficulties that have significant implications for their academic progress and social well-being. Detailed assessment followed by carefully targeted intervention may improve both aspects of these pupils' school lives.

Interview stories: Early years practitioners' experiences with children with speech, language and communication needs

Mroz, M., Letts, C. — 2008-01-04

Interviews were conducted with 50 early years practitioners, exploring their experiences with children with speech, language and communication needs (SLCN). A narrative approach was taken to elicit information on the children they were working with who had these needs. This included characteristics of the children's behaviour, how they were identified and strategies used to help them. Participants identified children to discuss, many of whom had complex needs. There was large variation in how the children were identified and who the participants liaised with. Responsibilities taken on by participants when working with and devising strategies for the children did not relate to seniority of post held, or to level of relevant training.

Literacy in the mainstream inner-city school: Its relationship to spoken language

Myers, L., Botting, N. — 2008-01-04

This study describes the language and literacy skills of 11-year-olds attending a mainstream school in an area of social and economic disadvantage. The proportion of these young people experiencing difficulties in decoding and reading comprehension was identified and the relationship between spoken language skills and reading comprehension explored. The study recruited 36 individuals from a mainstream secondary school who were representative of the year group as a whole. Detailed spoken language and literacy assessments were carried out and information about educational attainment and special educational needs were obtained. Participants had significantly lower mean language and literacy scores than published test norms on all measures except story-telling. Twenty-one (58%) participants showed reading comprehension difficulties, 10 of whom also had difficulties with decoding. Participants with reading comprehension difficulties had significantly lower spoken language skills. A significant proportion of this group experience difficulties in literacy with associated spoken language deficits. The nature of the relationship between language and literacy skills, issues of identification and intervention are discussed.

Book review: Supporting language and communication: A guide for school support staff Sage, R Paul Chapman Publishing: London, 2006. ix + 120pp. Pbk {pound}16.99. ISBN: 978 1412912808

Harvey, W. — 2008-01-04

Book review: Communication Development Profile Child, C Speechmark Publishing Ltd: Brackley, 2006. 141 pp. Pbk {pound}45.99. ISBN: 978 0863885525

Tollerfield, I. — 2008-01-04

Book review: Later language development: School-age children, adolescents and young adults (3rd edition) Nippold, M. A Pro-Ed: Austin, TX, 2006. US$39.00. ISBN: 978 1416402114

Crutchley, A. — 2008-01-04

Book review: Self-esteem games for children Plummer, D. M Jessica Kingsley: London, 2007. 143pp. Pbk {pound}12.99. ISBN: 978 1843104247

Sartin, M., Emery, S. — 2008-01-04

Interactional style, elicitation strategies and language production in professional language intervention

Bruce, B., Hansson, K., Nettelbladt, U. — 2007-10-17

This paper explores language intervention for children with specific language impairment in Sweden. The elicitation strategies, style of interaction and language production used by speech and language pathologists (SLPs) were analyzed in two conditions, free conversation and training of grammar. In training, the grammatical targets were used significantly more often by the SLPs, but not by the children. In the free conversations the children talked more and had significantly higher mean length of utterance in words and the SLPs linked significantly more to the child's focus. The two conditions represent different, but complementary approaches to language intervention.

Enhancing the phonological awareness and language skills of socially disadvantaged preschoolers: An interdisciplinary programme

McIntosh, B., Crosbie, S., Holm, A., Dodd, B., Thomas, S. — 2007-10-17

The research reported investigated the efficacy of intervention, developed by a speech-language therapist and implemented by a teacher, for the language and phonological awareness (PA) abilities of pre-school, socially disadvantaged children. One study established that children from low socio-economic (SES) backgrounds had poorer skills on both measures compared to children of average SES. Half of the low SES group received language and PA intervention programmes and their progress was compared to untreated SES matched controls. Both programmes were highly effective with post-intervention performance not only exceeding that of SES controls but also equalling the performance of controls of average SES.

Clinical implications of the effects of lexical aspect and phonology on children's production of the regular past tense

Johnson, B. W., Morris, S. R. — 2007-10-17

This study examined the effect of lexical aspect and phonology on regular past-tense production. Data are presented from a group of 31 children, mean age 33 months, with typical language development. A case study of a 50-month-old child with Specific Language Impairment (SLI) is also presented. Children imitated sentence pairs that included an endpoint (accomplishments, e.g. she crawled into a box) or did not (activity, e.g. she crawled around in circles). Verbs ended in obstruents (e.g. walk) or nonobstruents (e.g. roll). The regular past tense was produced with the lowest accuracy in activities ending in obstruents (e.g., she walked in circles). Assessment and treatment suggestions for children with SLI are provided.

Using an observational framework to investigate adult language input to young children in a naturalistic environment

Andersen, C. E., Marinac, J. V. — 2007-10-17

The correlation between the communicative intent of parents, in terms of their expectation of a response and the response patterns of young children aged 23—25 months during parent—child interactions, was investigated. An Observational Framework was used to code these parameters in interactions between 36 children and their mothers. The children were assigned by cluster analysis to `advanced', `typical' and `delayed' language groups and their responses were coded with respect to the degree of correctness or appropriateness within the interaction. Differences in both the parental response expectations and the children's response patterns across the three clusters are discussed.

Building collaboration between professionals in health and education through interdisciplinary training

O'Toole, C., Kirkpatrick, V. — 2007-10-17

This study examined the impact of a training programme which aimed to support language-, literacy- and social-communication-promoting strategies for professionals working with children with language delay. Sixteen teachers, special needs assistants and therapists based in services for children with mild to severe learning difficulties attended workshops and took part in six video-feedback sessions from the Hanen `Learning Language and Loving It' Programme (Weitzman, 1992). Video analysis found that participants' language and social interaction skills significantly improved on most of the targeted skills. However, the majority of skills needed further development as indicated by a rating scale. There was also a significant improvement in how participants rated their skills in working with children with speech and language difficulties and in their attitudes towards their role in remediating speech and language difficulties. There was no significant change in their opinions towards collaborative working practices. The findings suggest that with appropriate training, allied education and health professionals can produce measurable changes in behaviour and attitudes towards implementing speech- and language-promoting strategies.

A method for assessing the use of first person verb forms by preschool-aged children with SLI

Polite, E. J., Leonard, L. B. — 2007-10-17

Children with specific language impairment (SLI) often have extraordinary difficulty in the use of tense and agreement morphemes. Because spontaneous speech samples may not provide a sufficient number of obligatory contexts for these morphemes, structured probe items are often employed. However, these usually emphasize actions that can be readily illustrated through drawings, which tend to have third person subjects. In this paper we describe a method that has been successful in creating obligatory contexts for a first person morpheme — auxiliary am — that until now has been assessed exclusively through spontaneous speech samples. Participants were 32 mainstream American English-speaking children comprising three diagnostic subgroups: children with SLI, typically developing age-matched peers, and younger typically developing peers matched for mean length of utterance (MLU). The children participated in a task in which they described their actions for an audience; these descriptions required the use of auxiliary am. The results revealed that the children with SLI used auxiliary am with significantly smaller percentages than both groups of typically developing children, a finding that is consistent with findings that employ other tense and agreement morphemes. Clinical applications of this method are discussed.

Book review: Practical solutions to support communication collected papers from the 16th annual Augmentative Communication in Practice: Scotland Study Day: A. Wilson, editor CALL Centre: Edinburgh 2006. 76pp. Pbk: {pound}9.00. ISBN: 9781898042273

Murray, J. — 2007-10-17

Book review: Learning to listen to learn using multisensory teaching for effective listening: H. White and C. Evans SAGE/Lucky Duck: London 2005. 76pp. Pbk. {pound}17.99. ISBN 1 4129 1157 5

de la Bedoyere, C. — 2007-10-17

Book review: Persisting speech difficulties in children: children's speech and literacy difficulties, 3: M. Pascoe, J. Stackhouse and B. Wells Whurr: London 2006. xvii + 402pp. Pbk. {pound}29.99. ISBN 0 470 02744 4

Lewis, S. — 2007-10-17

Book review: Dyslexia, speech and language: A practitioner's handbook (second edition): M. J. Snowling and J. Stackhouse, editors Whurr: London and Philadelphia 2006. 328pp. Pbk. {pound}24.99. ISBN 978 1 86156 485 6

Paintin, K. — 2007-10-17

Book review: Supporting children with speech and language and associated difficulties (second edition): J. McMinn Continuum: London 2006. 190pp. Pbk. {pound}20.00. ISBN: 0 8264 9103 0

Marshman, A. — 2007-10-17

Book review: Promoting learning for bilingual pupils 3 11: J. Conteh, editor Paul Chapman: London 2006. xiv + 109pp. Pbk. {pound}17.99. ISBN: 1 4129 2084 1

Kenner, C. — 2007-10-17

Teacher ratings of children's listening difficulties

Gilmore, J., Vance, M. — 2007-08-20

Children with developmental disorders may present with listening and/or speech discrimination difficulties. This study explores whether teachers can identify these difficulties, using a questionnaire that rates children's listening, speech discrimination and comprehension abilities. The questionnaire was given to class-teachers of 52 pupils, aged four to five years, who had failed at least one of two formal assessments of comprehension and speech discrimination. Results showed significant correlation between teacher ratings of verbal comprehension and attentive listening and test scores for verbal comprehension. There was no significant correlation between ratings and test scores for speech discrimination skills. The questionnaire's internal consistency was found to be reliable overall, but validity in measuring speech discrimination was poor.

Targeting prosody in an eight-year-old child with high-functioning autism during an interactive approach to therapy

Bellon-Harn, M. L., Harn, W. E., Watson, G. D. — 2007-08-20

A fundamental deficit in children with high-functioning autism (HFA) is social communicative competence. Atypical prosody in variable forms has been implicated in contributing to this deficit. The purpose of this case study was to describe the clinical management of an eight-year-old child with HFA for whom prosody became the primary target of intervention. Procedures for prosodic analysis, the course of intervention and subsequent changes in the child's prosodic behaviour are explained.

Documenting changes in communication behaviours using a Structured Observation System

Reading, S., Richie, C. — 2007-08-20

The Structured Observation System (SOS) is a data collection method developed to document changes in the communication behaviours of children identified with speech and language delays. The system employs a rating scale which reflects the occurrence of communication behaviours as well as the amount of assistance needed for behaviours to occur. Pre- and post-treatment rating scores may be compared to measure changes in communication behaviours. The Structured Observation System is an effective, efficient and practical method to record clinical data. It was designed to be used frequently during a treatment programme and it may be adapted by others for the same purpose.

A case study of parent child interactions of a child with autistic spectrum disorder (3 48 months) and comparison with typically-developing peers

Hedenbro, M., Tjus, T. — 2007-08-20

Early triadic interaction, the reciprocal action between mother—father—child, is described in the family of a girl diagnosed with autistic spectrum disorder (DSM 299.00) and learning difficulties at seven years. By chance, the family participated in a longitudinal study examining triadic interaction in 20 Swedish families using the Lausanne Triadic Play method. Quantitative and qualitative observations were made when the children were three, nine, 18 and 48 months of age. Compared with the other families, deviation was noted in early triadic synchronization, most clearly when the girl was nine months old. At three months, the girl took more turns and participated in more turn-taking sequences than the other children. However, at nine months, she gave more attention to objects. At 18 months, she had less eye contact with her parents and less shared focus and at 48 months her language skills were poorly developed. The mother showed more frequent contributions and more frequent turns at the two observations during infancy. The father showed deviations in attention to the child and affirmation at nine months and negative vocalization at 18 months. These findings are discussed in terms of their importance with regard to early intervention. Assessment of the family interaction using home observations seems to be of special importance.

Developing successful collaborative working practices for children with speech and language difficulties: a pilot study

Paradice, R., Bailey-Wood, N., Davies, K., Solomon, M. — 2007-08-20

The importance of collaborative practice between those who provide services to children with special educational needs is now regarded as essential and is supported strongly by the UK government. However, joint working is often difficult to implement, despite the goodwill of all involved. This paper describes a pilot study aimed at developing collaboration between a local education authority and a National Health Service (NHS) Trust. It reports on the results of the evaluation and discusses aspects of the project that facilitated collaborative working between the various parties involved.

Book review: Multilayered transcription N. Muller (ed.) Plural Publishing: San Diego and Oxford, 2006. xi + 175 pp. Pbk. {pound}29.95. ISBN: 1 59756 024 3

Heselwood, B. — 2007-08-20

Book review: The child and the world R. Allott Able Publishing: Hertfordshire, 2005. 86 pp. Pbk. {pound}9.00. ISBN: 1 903607 67 1

Paradice, R. — 2007-08-20

Book review: Music makers music circle times to include everyone H. Mortimer QEd Publications: Stafford, (revised 2006.) 76 pp. Pbk {pound}12.00 ISBN: 1 898873 48 8

Atkinson, J. — 2007-08-20

Book review: The dancing dialogue S. Tortora Paul Brookes Publishing Co., Inc. Baltimore, 2006. 532 pp. Pbk. US$34.95 ISBN 1 55766 834 5

Reeves, L. — 2007-08-20

Book review: The social play record C. White Jessica Kingsley Publishers: London, 2006. 139 pp. Pbk {pound}29.99 ISBN: 1 84310 400 8

Wellington, W. — 2007-08-20

Book review: Phonological development and disorders in children: a multilingual perspective Zhu Hua and B. Dodd (eds.) Multilingual Matters: Clevedon, 2006. 488 pp. Hbk. {pound}49.95. ISBN: 1 85359 889 5

Crutchley, A. — 2007-08-20