Technology Assisted Language Intervention (TALI)
TALI incorporates augmentative and alternative communication technology (AAC) into traditional speech/language therapy as a language-teaching tool delivered by a speech-language pathologist (SLP). The TALI software provides visual supports for abstract linguistic concepts, voice output and consistent models for verbalisations.
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Technology Assisted Language Intervention (TALI)
TALI incorporates augmentative and alternative communication technology (AAC) into traditional speech/language therapy as a language-teaching tool delivered by a speech-language pathologist (SLP). The TALI software provides visual supports for abstract linguistic concepts, voice output and consistent models for verbalisations.
Evidence Rating: Indicative
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Parent Led, Therapist Supervised, Articulation Therapy (PLAT)
Parent Led, Therapist Supervised, Articulation Therapy (PLAT) is a parent-led speech intervention for children aged 3 to 7.5 years with cleft palate articulatory errors. Parents are trained and receive a detailed speech therapy programme to deliver intervention over 12 weeks, this is supported by the cleft specialist SLT.
Evidence Rating: Indicative
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Tots Talking
Tots Talking is a co-produced programme designed with parents and carers. It aims to support parents and carer of 2-year-olds who may be at risk of speech and language challenges to change their communicative behaviour. It is an 8-week programme involving weekly one-hour interactive sessions with small groups of 6-8 parents and carers. The sessions are facilitated by a trained early years practitioner and are available for delivery online or face-to-face. A small pilot was completed in 2019.
Evidence Rating: Indicative
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Building Early Sentences Therapy (BEST)
Building Early Sentences Therapy (BEST) is an intervention based on usage-based theory designed to support pre-school children aged 3 - 6 years with low language abilities to understand and produce two-, three- and four-clause element sentences.
Evidence Rating: Indicative
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Supporting knowledge in language and literacy
Supporting Knowledge in Language and Literacy is a narrative and vocabulary instruction program for children with language disorders provided by a speech-language pathologist (SLP) in a regular primary school classroom setting.
Evidence Rating: Indicative
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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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Stimulability treatment
Stimulability is when children can accurately copy a target speech sound that a therapist models for them. Research shows that children do well if they are able to copy target sounds. This approach aims to increase stimulability of non-stimulable sounds (Miccio & Elbert, 1996).
Evidence Rating: Indicative
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Rapid Motor Imitation Antecedent training (RMIA)
Motor Imitation Antecedent (RMIA) therapy uses the principles of behaviorism to help nonverbal children with autism acquire first words. It involves teaching children to imitate a series of simple movements (such as clap, tap foot, touch head, touch nose, touch mouth) very quickly.
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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