Shape Coding by Susan Ebbels®
Based on Lea’s 1965/1970 Colour Pattern Scheme and on Colourful Semantics (Bryan, 1997), shape coding has been developed by Ebbels and colleagues, working with children with severe speech and language difficulties, to ‘show’ the structure of a sentence thus linking the structure of a sentence (syntax) and its meaning (semantics).
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Shape Coding by Susan Ebbels®
Based on Lea’s 1965/1970 Colour Pattern Scheme and on Colourful Semantics (Bryan, 1997), shape coding has been developed by Ebbels and colleagues, working with children with severe speech and language difficulties, to ‘show’ the structure of a sentence thus linking the structure of a sentence (syntax) and its meaning (semantics).
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Nuffield Dyspraxia Programme
The Nuffield Dyspraxia Programme (Williams & Stephens, 2004) is designed to meet the needs of children with severe speech disorders and specifically those with significant difficulty with Dyspraxia . The programme focuses on building up skills needed to make speech sounds, in small graded steps, through frequent systematic practice.
Evidence Rating: Moderate
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Road to the code
Road to the Code is a phonological awareness programme for young children. Principles include the explicit teaching of phoneme manipulations and blending and segmenting in each lesson, as well as sound-symbol awareness activities. The programme is 15 hours long and contains material sufficient for 20 hours of phonological awareness programming. The programme has been used universally with children and here we report outcomes of its use with children with moderate to severe language impairment.
Evidence Rating: Moderate
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Non-speech oro-motor exercise
This is an approach that can be used by speech and language therapists to support children with particular types of speech difficulties. The aim of NS-OMEs is to target the physical (motor) and sensory functions which are thought to underlie speech production.
Evidence Rating: Indicative
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Reading and Language Intervention for children with Down Syndrome ...
RLI is a targeted intervention aimed at improving the reading and language skills of children with Down syndrome in primary school aged 5 years and over. This intervention was designed to be delivered by teaching assistants.
Evidence Rating: Moderate
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Non-linear phonology intervention
Non-linear phonology intervention (Bernhardt, 1992; Bernhardt & Stemberger, 1998; Bernhardt & Stoel-Gammon, 1994) is an approach that can be used by speech and language therapists to support children with speech sound difficulties. It is based on theories of phonology which describe the hierarchical representation of the phonological system (from the prosodic phrase down to the individual features of a phoneme).
Evidence Rating: Moderate
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Naturalistic speech intelligibility training
Naturalistic intervention is an approach that can be used by speech and language therapists to target children’s errors in speech and grammatical morphemes. This approach makes a distinction between speech intelligibility (i.e. the degree to which a child is understood) and speech accuracy (i.e. the correct production of individual phonemes). It is intended for use with children who have severe speech sound disorder who are difficult to understand.
Evidence Rating: Moderate
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Cycles
The Cycles approach (Hodson and Paden, 1991) is a speech and language therapy technique and was initially developed for use with children who have speech that is very difficult to understand because of the large number of mistakes they make with different speech sounds. This includes children with severe expressive phonological impairments, children with developmental verbal dyspraxia, repaired cleft palate, hearing impairment with and without cochlear implant and learning difficulties.
Evidence Rating: Moderate
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Morpho-syntactic intervention
Morpho-syntactic intervention is an approach for speech and language therapists and/or specialist teachers to support the development of children’s sentence and word construction (syntax and morphology) (Haskill, Tyler, & Tolbert, 2001) which may also benefit their speech sound system (phonology) (Tyler et al, 2002; but Fey et al, 1994).
Evidence Rating: Moderate
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