|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Intervention for mixed receptive-expressive language impairment: A review|
O'Hare, Anne E
|Citation:||Boyle J, McCartney E, O'Hare AE & Law J (2010) Intervention for mixed receptive-expressive language impairment: A review. Developmental Medicine and Child Neurology, 52 (11), pp. 994-999. https://doi.org/10.1111/j.1469-8749.2010.03750.x.|
|Abstract:||Studies indicate that language impairment that cannot be accounted for by factors such as below-average non-verbal ability, hearing impairment, behaviour or emotional problems, or neurological impairments affects some 6% of school-age children. Language impairment with a receptive language component is more resistant to intervention than specific expressive or phonological delays, and carries a greater risk of comorbid behavioural difficulties as well as adverse outcomes for language development and academic progress. This paper considers underlying explanations that may account for receptive-expressive language impairment. It also reviews evidence for the effectiveness of intervention from theory and recent systematic reviews, trials, and speech and language therapy practice..|
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