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At least 811 records · Page 45Linked to original sources
PubMed1990

Constraint questions: how can they be taught to children with special needs?

The current study was designed to determine whether efficient question-asking strategies can be taught to children who do not display them spontaneously. The relative efficacy of two different teaching techniques was compared to determine which would increase the quality of question asking. This study is descriptive in nature. Twenty-eight students served as subjects. The treatment took place during a 28-day time period and consisted of a pre-test, two teaching sessions and a post-test session, each 14 days apart. An array of 25 pictorial objects and animals was used to stimulate constraint questions, which are more efficient than hypothesis questions for information seeking. A major finding in this investigation was that 6-year-old children with special needs could be taught to ask constraint questions and generalise this strategy using a self-evaluative teaching method. The number of constraint questions asked increased significantly using this method in comparison to the modelling teaching method. The findings of this study contribute to a better understanding of the relationship between teaching methods and cognitive-linguistic strategy development.

Child↗
PubMed1991

An aphasia group intensive efficacy study.

The response of five adults with chronic aphasia to a 4-week intensive treatment course is presented. Using four language tests, pre-intervention stability was demonstrated over the month preceding the treatment programme. Following the intervention period, two subjects showed improvement in one test, and more widespread changes occurred in three subjects. On further assessment 1 month after treatment had finished, one of the two subjects who had made least progress performed better than at the end of the course, and one had returned to pre-treatment level. Although there were indications of regression in two of the three other subjects, this was not to pre-treatment level. Only one subject maintained the gains made fully. Given the short duration of the course, the changes in performance noted suggest that, providing transport is available, intensive treatment of aphasia should be available to patients with sufficient motivation and stamina.

Aged↗
PubMed1993

The effectiveness of communication groups in day nurseries.

This project, run by a speech and language therapist and a clinical psychologist, took place in three inner city day nurseries. A group of children over whose communication there was concern were assessed on both formal (verbal and non-verbal) and informal (observational) measures. At each nursery these children were divided into two matched groups: intervention and control. The intervention consisted of communication groups run jointly with nursery staff. These small groups focused on promoting communication through play. On reassessment the children attending the communication groups had made significantly more improvement than the controls on both formal and informal measures. In particular, the number and quality of children's interactions, their underlying ability to focus on tasks and their knowledge of basic concepts appeared to benefit from the intervention. The study, therefore, provides strong evidence for the efficacy of such interventions in enhancing communication development in a real-life setting.

Child, Preschool↗
PubMed1997

Concordance between teacher/therapist opinion and formal language assessment scores in children with language impairment.

As part of a wider study, 242 children attending language units attached to mainstream schools were assessed on a number of formal language assessments. In addition, each child's teacher was asked to state whether, for each of four areas of language difficulty, the participant exhibited this impairment. The four areas were: articulation, phonology, syntax/morphology and semantic/pragmatic impairment. This report compares test results between children thought by their teacher or therapist to show each impairment and those not thought clinically to show the difficulty. Investigations into suitable cut-off scores for the tests used were also examined using level of agreement between the two modes of assessment as criteria. For articulation, phonology and syntax/morphology, teacher opinion was found to discriminate significantly on at least some formal tests. However, for children with semantic/pragmatic impairment, no tests used identified their problems. Furthermore, by use of 25th centile cut-off scores, 66% agreement levels between teacher and test groupings were found in all but the group with semantic/pragmatic impairments. The importance and limitations of analysis of teacher-test concordance is discussed as well as the current lack of suitable formal assessment material for semantic and pragmatic language impairment.

Child↗
PubMed1997

Bilingualism and specific language impairment in children attending language units.

Bilingual children were found to form a distinct subgroup within a large cohort of children with specific language-impairment (SLI) attending language units across England. They differed from the cohort as a whole, and from a language-matched monolingual 'control' group, on measures including language profile on entry to the unit, performance on standardised tests, emotional-behavioural state and probable future educational placement. This paper sets out the nature of these differences in more detail, and suggests some possible explanations for them.

Child↗
PubMed1998

Running a randomised controlled trial in a service setting: a progress report.

This paper will give a progress report on a randomised controlled trial which is currently underway in the Bristol area. Some of the key influencing literature will be summarised, followed by an overview of the study design. The paper will also highlight some of the methodological and practical advantages and disadvantages afforded by the service setting of the study.

Child, Preschool↗
PubMed1998

An audit of clinical placements.

Clinical teaching of students is a requirement of the majority of practicing therapists in the UK and yet there is little guidance as to the nature of the placement which needs to be offered. As models of service delivery change, placements must change to prepare the student for working life whilst also meeting the need for solid foundation experiences. The audit reported here examined current placements including the physical setting, level of supervision provided and the responsibilities described by the professional body (Royal College of Speech and Language Therapists 1996) The results are discussed in the context of their implications for the educational establishment and the clinical teaching setting.

Humans↗
PubMed1998

Treatment for aphasia following stroke: evidence for effectiveness.

A systematic review of SLT for aphasia following stroke, for the Cochrane Collaboration Stroke Group. Twelve randomised controlled trials were identified, however there was no standard comparison group amongst the trials. Based on this review, it is not possible to reach a conclusion about the effectiveness of the treatments evaluated in these trials. Further research is therefore indicated, and SLTs must base decisions about treatment for aphasia on other forms of evidence.

Aphasia↗
PubMed1998

Beliefs about effectiveness of treatment for aphasia after stroke.

A postal survey of SLTs in Scotland was conducted. 598 SLTs responded, 194 worked with people aphasic after stroke. A number of obstacles to the provision of the SLT service to aphasic people were identified. SLTs expressed concern about the effectiveness of the treatments they offered, and about factors which may influence effectiveness. A number of suggestions are made for further research into this area including into the problems of competing client groups.

Aphasia↗
PubMed1998

A survey of speech and language therapists' practice in the assessment of aphasia.

This paper reports some of the findings from a survey of speech and language therapists (SLTs) regarding their practice in the assessment of aphasia and their views on the assessments currently available. The reason for the survey was a desire to investigate whether the concerns about the adequacy of current approaches expressed in the research literature were in line with the perceptions of practising clinicians. It is also seen as a means of helping to ensure that any new instruments that may be developed are relevant to the needs of clinicians.

Aphasia↗
PubMed1998

Volunteer stroke scheme revisited.

A project with several strands was carried out with a local Volunteer Stroke Scheme (VSS) which evaluated current practice; identified gaps in practice on which a training programme was based: and then evaluated the outcome of this training in subsequent activities.

Cerebrovascular Disorders↗
PubMed1998

Treating word-finding difficulties--beyond picture naming.

This paper presents some preliminary findings from research into the phonological treatment of word-finding difficulties in aphasia focusing on two areas of investigation. Firstly we report on the effects of giving a choice of phonological cues on word-finding. Secondly we describe our findings concerning the reliability of a measure of real-life interaction.

Aphasia↗
PubMed1998

Trainee specialist: meeting the needs of service provision and career development.

A two-year modular training scheme to enable qualified speech and language therapists (SLTs) to become specialists in the field of acquired neurological disorders in adults was set up to address problems of: difficulty recruiting to senior posts; lack of opportunity for inexperienced therapists to gain experience in this field and the need for structured supervision. The paper describes how time was found to devise and implement the modular Nine Box System, the problems encountered, the advantages and disadvantages of the scheme as a whole and future developments. The scheme has potential to meet the needs of managers in creating a pool of experienced specialists to recruit to senior posts. It meets the needs of junior SLTs in providing a structured means of preparing for specialisation with guaranteed supervision.

Aphasia↗
PubMed1998

Exploring the crisis in clinical training: looking to the future.

How can the crisis in training be understood? How can it be resolved? A context for this paper is provided in terms of relevant professional and educational policy. A critical review of nationally available data is presented. It will be argued that commonly cited reasons for not offering student placements might have obfuscated underlying dynamics, which are related to the model of education adopted in the United Kingdom. It will be argued that a shift in emphasis in initial and continuing professional education is relevant.

Forecasting↗
PubMed1998

Facilitating effective learning during clinical placement.

The aim of this pilot study was to employ a qualitative research methodology to explore students' perceptions of learning and assessment of that learning whilst on clinical placement. The students' perceptions were sampled by questionnaire both pre- and post-placement (ten weeks block placement). The analysis of the data was undertaken using principles from Grounded Theory (Strauss and Corbin 1990). The analysis yielded a number of categories and bipolar paradigms relating to learning and assessment. However little change was seen between comments made pre and post-placement. The implications of this analysis are discussed.

Educational Measurement↗
PubMed1998

Variation in the management of dysphagia after stroke: does SLT make a difference?

Dysphagia is a frequent consequence of acute stroke. Previous studies have demonstrated better clinical outcomes for patients managed by dysphagia teams, which have always included a speech and language therapist (SLT). This study compares dysphagia management for stroke patients in two hospitals with differing involvement of SLTs in dysphagia services. There was a trend towards better identification of dysphagia, more complete documentation of nutrition and hydration management, less risky dysphagia management and less perceived need for chest physiotherapy at the hospital with locally-based SLT provision, compared with the hospital with extra-contractual referral (ECR) for SLT dysphagia assessment. The specific contribution of the SLT in the dysphagia team is discussed.

Adult↗