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.
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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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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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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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Early Talk Boost
Early Talk Boost (ETB) is a targeted intervention for 3–4-year-old children with delayed language development. It aims to boost their language skills in order to narrow the gap between them and their peers. Groups of 6-8 children attend three sessions per week over a period of nine weeks. Sessions happen during circle/story time, each lasting 15-20 minutes delivered by a trained early years practitioner.
Evidence Rating: Indicative
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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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Read, Play, Learn (RPL) intervention
The aim of the vocabulary intervention is to develop the depth of vocabulary knowledge of low SES children aged 4-5 years old.
Evidence Rating: Indicative
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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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