Focused auditory stimulation
This is a component of the ‘Cycles’ approach to correcting very unclear speech (Hodson & Paden, 1991), though may also be used in combination with other different approaches to speech sound intervention. It’s typically used with children who are between 3 and 6 years old, children who can’t make the target sound or are unwilling or unable to join in with other types of intervention.
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Focused auditory stimulation
This is a component of the ‘Cycles’ approach to correcting very unclear speech (Hodson & Paden, 1991), though may also be used in combination with other different approaches to speech sound intervention. It’s typically used with children who are between 3 and 6 years old, children who can’t make the target sound or are unwilling or unable to join in with other types of intervention.
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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Gillon Phonological Awareness Programme
This programme targets phonological awareness, speech production and literacy skills in children aged 5-7 with a speech impairment. The programme is based on the work of Gillon (2004). It impacts on phonological awareness through targeting rhyme, phoneme analysis, phoneme identity, segmentation, blending and manipulation.
Evidence Rating: Moderate
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Hanen It Takes Two To Talk
The It Takes Two to Talk Program is designed specifically for parents of young children (birth to 5 years of age) who have been identified as having a language delay. In a small, personalised group setting, parents learn practical strategies to help their children learn language naturally throughout their day together.
Evidence Rating: Moderate
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Talking Time
Talking Time is an interactive oral language intervention package designed to support language and to foster communication with and between preschool children. It was developed by Julie Dockrell and Morag Stuart at the Institute of Education in London. The programme aims to develop children’s language before they reach primary school so that they are at a level where they can make the best use of language for learning and socialising when they start school.
Evidence Rating: Moderate
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Hanen More Than Words
The More Than Words Program was designed specifically for parents of children ages 5 and under on the autism spectrum. The program provides parents with tools, strategies and support to develop their child’s communication skills.
Evidence Rating: Moderate
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Story champs
Aims to increase children’s ability to use complex syntax and to include more story grammar features in their narratives
Evidence Rating: Moderate
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Psycholinguistic framework
The Psycholinguistic Framework (Stackhouse & Wells, 1997) is a tool for speech and language therapists who are working with children who have unclear speech. It is a model to help therapists understand how a child is processing speech, which can then be used as a way of analysing how a child is saying particular words and sounds. This can be used as a basis for planning therapy.
Evidence Rating: Moderate
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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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