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).
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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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Nuffield Dyspraxia Programme
The Nuffield Dyspraxia Programme (Williams & Stephens, 2004) is designed to meet the needs of children with severe speech disorders and specifically those with significant difficulty with Dyspraxia . The programme focuses on building up skills needed to make speech sounds, in small graded steps, through frequent systematic practice.
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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Cycles
The Cycles approach (Hodson and Paden, 1991) is a speech and language therapy technique and was initially developed for use with children who have speech that is very difficult to understand because of the large number of mistakes they make with different speech sounds. This includes children with severe expressive phonological impairments, children with developmental verbal dyspraxia, repaired cleft palate, hearing impairment with and without cochlear implant and learning difficulties.
Evidence Rating: Moderate
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Linking Language with Secondary School Learning (LINK-S)
The program involves collaboration between speech and language therapists (SLTs) and mainstream secondary school classroom and learning support teachers. Teachers are coached by the SLT in the use of oral and written instructional language modification techniques.
Evidence Rating: Moderate
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Literate language intervention
Literate Language Intervention targets the literate language skills of preschool children with identified low oral language skills. Intervention focusses on both sentence- and narrative-level understanding of literate language concepts, and is delivered in four 3-week units, 12 weeks in total, 4 days per week in school by trained interventionists with a variety of teaching experience. The intervention evaluation is based on a US sample of children.
Evidence Rating: Moderate
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Lexicon pirate
Lexicon Pirate is an intensive short term therapy designed as an intervention method for children with different types of lexical deficits. The therapy method contains elements of self-management. It encourages children to learn actively by discovering lexical gaps.
Evidence Rating: Moderate
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The Becky Shanks Narrative Intervention
The Becky Shanks Narrative Intervention was developed by Becky Shanks (2001). It focuses on understanding and using story grammar to support children to tell verbal narratives and stories and is specifically designed for children with language difficulty.
Evidence Rating: Indicative
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