The Effects of Speech and Language Therapy Intervention on Children with Pragmatic Language Impairments in Mainstream School

Autor/inn/en	Adams, Catherine; Lloyd, Julian
Titel	The Effects of Speech and Language Therapy Intervention on Children with Pragmatic Language Impairments in Mainstream School
Quelle	In: British Journal of Special Education, 34 (2007) 4, S.226-233 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
Schlagwörter	Educational Needs; Intervention; Language Impairments; Outcomes of Treatment; Language Tests; Foreign Countries; Communication Skills; Therapy; Pragmatics; Speech Language Pathology; Mainstreaming; Special Education; United Kingdom + Suchen Sie Ihr Suchwort? Educational need; Bildungsbedarf; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Language test; Sprachtest; Ausland; Kommunikationsstil; Therapie; Pragmalinguistik; Special needs education; Sonderpädagogik; Sonderschulwesen; Großbritannien
Abstract	In this article, Catherine Adams, clinical senior lecturer in speech and language therapy at the University of Manchester, and Julian Lloyd, senior lecturer in psychology at Newman College, Birmingham, describe the implementation and effects of an intensive programme of speech and language therapy for children who have pragmatic language impairment (PLI) attending mainstream education in the north west of England. An intervention which focused on aspects of pragmatic language such as conversation, inference and narrative was developed. Six children who have PLI (mean age=7;10 years), all with a Statement of special educational needs, participated in a single case study series in which they each received 20 sessions of the speech and language therapy programme in their own school. Guidance and specific training was provided for learning support assistants and classroom teachers. Despite showing heterogeneity in their initial profiles of impairment, progress in conversation skills was seen in all six children and some significant changes in language test performance were found. These findings suggest that intensive speech and language therapy intervention has the potential to produce generalisable gains in language and communication skills in children who have PLI and indicate appropriate outcome measures for future effectiveness studies. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10