Speech improvement classes / motor learning treatment
Speech improvement classes involve motor learning treatment delivered by Speech-Language Pathologists for primary school children with speech-sound difficulties. Children receive 20 hours of treatment in speech improvement classes, 30-minute sessions twice per week, for 20 weeks of treatment. Treatment involves two phases: establishment and randomized-variable practice
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Speech improvement classes / motor learning treatment
Speech improvement classes involve motor learning treatment delivered by Speech-Language Pathologists for primary school children with speech-sound difficulties. Children receive 20 hours of treatment in speech improvement classes, 30-minute sessions twice per week, for 20 weeks of treatment. Treatment involves two phases: establishment and randomized-variable practice
Evidence Rating: Moderate
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Parent and children together PACT
Developed by Wendy Rinaldi, the Social Use of Language Programme focuses on Social Communication Skills and Self/Other Awareness. It uses a multi-sensory approach and builds children's knowledge of what they know about social interaction (metacogntion) It aims to support children and adolescents to understand fully the skills being learned, before practising and using them in real-life situation
Evidence Rating: Indicative
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PhonoSens
PhonoSens is a treatment programme for speech sound disorders in preschool-early primary school aged children which focuses on integrating phonological and phonetic processing according to the Integrated Psycholinguistic Model of Speech Processing (IPMSP, Terband et al 2019). In PhonoSens, therapy is divided approximately in half between perceptual and production training. The programme involves 6 hierarchical steps and is delivered over 15 weekly sessions of 45 min each.
Evidence Rating: Moderate
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Social thinking
Social Thinking is a Treatment developed by Michelle Garcia Winner that is popular in the US and increasingly so in the UK. It's aimed at children and young people with high functional autism and Asperger’s syndrome. It's based on the ILAUGH Model of Social Thinking as described by Winner (2000), which is a summary of the evidence based research.
Evidence Rating: Indicative
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Happy talk
Happy Talk is a language intervention programme that aims to support children between 0 and 6 years living in areas of social disadvantage. It is designed for SLTs to work with parents and early educators in community settings, such as baby clinics, creches, preschools and junior infant classes (the first year of primary school). The programme is embedded in the preschools and homes of socially disadvantaged children with the aim of effecting change in parent and educator behaviour.
Evidence Rating: Indicative
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Prompts for Restructuring Oral Muscular Phonetic Targets (PROMPT)
Prompts for Restructuring Oral Muscular Phonetic Targets (PROMPT) intervention is designed for children aged between 3 and 10 years with severe speech motor delay. Intervention focuses on improving the accuracy and stability of speech production over the course of 10 weeks.
Evidence Rating: Indicative
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Social stories
Social Stories is an intervention programme, originally used with children with autism spectrum disorders (ASD), but has started to be used more widely to improve pragmatic language skills (use of language) as part of speech and language therapy.
Evidence Rating: Moderate
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Nuffield Early Language Intervention (NELI)
Nuffield Early Language Intervention (published by OUP) is an oral language intervention for children who, on school entry, have poor language skills. Training for Assistants delivering the programme was previously provided by Elklan, a specialist provider of speech and language training within education. Nuffield Early Language Intervention is available to schools throughout the UK. Randomized controlled trials have found the intervention effective.
Evidence Rating: Strong
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Social Communication Intervention Programme
The Social Communication Intervention Programme (SCIP) aims to support children’s language and communication. Specifically, working on word meanings (semantics) and high-level language skills (such as verbal reasoning or inference). It supports difficulties children may have with their functional use of language (pragmatic skills) through social interaction and supporting children to understand social cues, which are needed for social interaction (Adams and Gaile, in press).
Evidence Rating: Moderate
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