Strathclyde Language Intervention Programme
The Strathclyde Language Intervention Programme was devised by Mccartney and colleagues to promote the language development of children with specific language impairments. Emphasis is on both understanding and expression of language in primary school and is delivered speech and language therapy assistants under the guidance of a speech and language therapist.
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Strathclyde Language Intervention Programme
The Strathclyde Language Intervention Programme was devised by Mccartney and colleagues to promote the language development of children with specific language impairments. Emphasis is on both understanding and expression of language in primary school and is delivered speech and language therapy assistants under the guidance of a speech and language therapist.
Evidence Rating: Moderate
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Talk Boost Key Stage 1
Talk Boost is a targeted intervention developed by The Communication Trust and Speech and Language UK, and supported by the Every Child a Chance Trust. It is aimed at children with delayed language development between 4 and 7 years. This targeted intervention aims to support children who have language delay to close the gap/catch up with their peers.
Evidence Rating: Moderate
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Talk Boost Key Stage 2
Talk Boost KS2 (TBKS2) is a targeted intervention for 7-10 year olds who have ‘low-average oral language’. It aims to help them to narrow the gap between their language skills and those of their peers. It consists of a combination of small group sessions with additional whole class activities, and also home-based tasks. TBKS2 covers the areas of language and communication which are key skills for children during Key Stage 2 to support them to access the academic and social curriculum.
Evidence Rating: Moderate
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Focused stimulation
Focused stimulation is a technique used to draw a child’s attention to specific aspects of grammar or vocabulary. The idea is to target a particular word, phrase, or grammatical form, and to use it repeatedly while interacting with the child.
Evidence Rating: Moderate
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TeaCHH
This treatment was originally designed by the researchers in The University of North Carolina in 1966 by Eric Schopler (Schopler & Reichler, 1971) and aims to develop Autistic children’s communication skills alongside cognition, perception, imitation and motor skills (Eikeseth, 2009), though speech and language problems are not an intervention priority for TeaCCH.
Evidence Rating: Indicative
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Pre-teaching vocabulary
PTV provides a principled, evidenced approach for demonstrating, modelling and teaching children how to learn new words in order to promote independent word learning. It aims to support and scaffold the naturalistic way teachers already discuss new words in their classrooms by providing a structured pathway for word learning, ensuring children learn the words well enough to understand and use them effectively.
Evidence Rating: Indicative
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Picture exchange communication system
Picture Exchange Communication System (PECS) was originally developed for children with autism to improve their communication skills (Bondy and Frost, 1994). It is specifically designed for the children to communicate with picture cards but with little or no spoken language and is a specific, manualised intervention.
Evidence Rating: Moderate
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Phonology with Reading Programme (P+R)
Phonology with Reading Programme (P+R) is an intervention approach which is inspired by research on reading difficulty. The majority of studies have been concerned with reading of single words and suggest that combining speech sound (phonological) training with reading is successful in facilitating reading development in poor readers.
Evidence Rating: Moderate
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Visualising and verbalising
Visualising and Verbalising (Bell, 1987) is a technique used to help understanding of language in language-impaired students. Visualising and Verbalising aims to improve mental imagery skills, which then help listening and reading comprehension.
Evidence Rating: Moderate
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