Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/26476
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dc.contributor.authorEbbels, Susan Hen_UK
dc.contributor.authorMcCartney, Elspethen_UK
dc.contributor.authorSlonims, Vickyen_UK
dc.contributor.authorDockrell, Julie Een_UK
dc.contributor.authorNorbury, Courtenayen_UK
dc.date.accessioned2018-01-09T12:07:14Z-
dc.date.available2018-01-09T12:07:14Z-
dc.date.issued2017en_UK
dc.identifier.othere2951v1en_UK
dc.identifier.urihttp://hdl.handle.net/1893/26476-
dc.description.abstractBackground: Paediatric SLT roles often involve planning individualised intervention for specific children (provided directly by SLTs or indirectly through non-SLTs), working collaboratively with families and education staff and providing advice and training. A tiered approach to service delivery is currently recommended, whereby services become increasingly specialised and individualised for children with greater needs.  Aims: To examine 1) evidence of intervention effectiveness for children with language disorders at different tiers and 2) evidence regarding SLT roles; and to propose an evidence-based model of SLT service delivery.  Methods: Controlled, peer-reviewed studies, meta-analyses and systematic reviews of interventions for children with language disorders are reviewed and their outcomes discussed, alongside the differing roles SLTs play in these interventions. We indicate where gaps in the evidence base exist and present a possible model of service delivery consistent with current evidence, and a flowchart to aid clinical decision making.  Main Contribution: The service delivery model presented resembles the tiered model commonly used in education services, but divides individualised (Tier 3) services into Tier3A: indirect intervention delivered by non-SLTs, and Tier 3B: direct intervention by an SLT. We report the evidence for intervention effectiveness and which children might best be served by each tier, the role SLTs could take within each, and the evidence of effectiveness of these roles. Regarding universal interventions provided to all children (Tier 1) and those targeted at children with language weaknesses (Tier 2), there is growing evidence that approaches led by education services can be effective when staff are highly trained and well-supported. There is currently limited evidence regarding additional benefit of SLT-specific roles at Tiers 1 and 2. With regard to individualised intervention (Tier 3): children with complex or pervasive language disorders progress significantly following direct individualised intervention (Tier 3B), whereas children with milder or less pervasive difficulties can make progress when intervention is managed by an SLT, but delivered indirectly by others (Tier 3A), provided they are well-trained, -supported and -monitored.  Conclusions: SLTs have a contribution to make at all tiers, but where prioritisation for clinical services is a necessity, we need to establish the benefits and cost-effectiveness of each contribution. Good evidence exists for SLTs delivering direct individualised intervention, and we should ensure that this is available to those children with pervasive and/or complex language impairments. In cases where service models are being provided which lack evidence, we strongly recommend that SLTs investigate the effectiveness of their approaches.en_UK
dc.language.isoenen_UK
dc.publisherPeerJen_UK
dc.relationEbbels SH, McCartney E, Slonims V, Dockrell JE & Norbury C (2017) Evidence based pathways to intervention for children with language disorders. PeerJ Preprints, 5, Art. No.: e2951v1. https://doi.org/10.7287/peerj.preprints.2951v1en_UK
dc.rights© 2017 Ebbels et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, reproduction and adaptation in any medium and for any purpose provided that it is properly attributed. For attribution, the original author(s), title, publication source (PeerJ Preprints) and either DOI or URL of the article must be cited.en_UK
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en_UK
dc.subjectcognitive disordersen_UK
dc.subjectevidence based medicineen_UK
dc.subjectpediatricsen_UK
dc.subjectpsychiatryen_UK
dc.subjectpublic healthen_UK
dc.subjectSpecial aspects of educationen_UK
dc.subjectChild Healthen_UK
dc.subjectChild health servicesen_UK
dc.subjectSpeech and Hearingen_UK
dc.titleEvidence based pathways to intervention for children with language disordersen_UK
dc.typeJournal Articleen_UK
dc.identifier.doi10.7287/peerj.preprints.2951v1en_UK
dc.citation.jtitlePeerJ PrePrintsen_UK
dc.citation.issn2167-9843en_UK
dc.citation.volume5en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedUnrefereeden_UK
dc.type.statusVoR - Version of Recorden_UK
dc.contributor.affiliationUniversity College Londonen_UK
dc.contributor.affiliationEducationen_UK
dc.contributor.affiliationGuy's and St Thomas' NHS Foundation Trusten_UK
dc.contributor.affiliationUniversity College Londonen_UK
dc.contributor.affiliationUniversity College Londonen_UK
dc.identifier.wtid517077en_UK
dc.contributor.orcid0000-0002-6234-0348en_UK
dc.date.accepted2017-04-27en_UK
dcterms.dateAccepted2017-04-27en_UK
dc.date.filedepositdate2018-01-08en_UK
rioxxterms.apcnot requireden_UK
rioxxterms.typeJournal Article/Reviewen_UK
rioxxterms.versionVoRen_UK
local.rioxx.authorEbbels, Susan H|en_UK
local.rioxx.authorMcCartney, Elspeth|0000-0002-6234-0348en_UK
local.rioxx.authorSlonims, Vicky|en_UK
local.rioxx.authorDockrell, Julie E|en_UK
local.rioxx.authorNorbury, Courtenay|en_UK
local.rioxx.projectInternal Project|University of Stirling|https://isni.org/isni/0000000122484331en_UK
local.rioxx.freetoreaddate2018-01-08en_UK
local.rioxx.licencehttp://creativecommons.org/licenses/by/4.0/|2018-01-08|en_UK
local.rioxx.filenamepeerj-preprints-2951.pdfen_UK
local.rioxx.filecount1en_UK
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