Category: Evidence Based Practice

Dyslexia is a learning difficulty that primarily affects the development of accurate and fluent reading and spelling. Importantly, it is not a reflection of intelligence, motivation or effort. Our understanding of dyslexia is changing. A major UK expert consensus published in 2025 emphasised that dyslexia exists on a continuum and that difficulties with phonological processing — […]

Autism is a lifelong neurodevelopmental condition that influences how people communicate, interact, process information and experience the world. Our understanding of why these differences occur has advanced rapidly through genetics, neuroscience and brain-imaging research. Genetics and Autism Autism is strongly influenced by genetics, but there is no single “autism gene”. Large genetic studies have identified many hundreds […]

Developmental Language Disorder (DLD) is one of the most common neurodevelopmental conditions affecting children, yet it often goes unrecognised. Around 2 children in every classroom of 30 have DLD, making it more common than autism, yet awareness remains low. DLD affects a child’s ability to understand and/or use spoken language, despite otherwise typical development and no obvious […]

Social communication is about much more than talking. It includes taking turns in conversation, understanding body language and facial expressions, recognising emotions, making friends and adapting communication to different situations. These skills are fundamental to success at school, home and in the community. Recent research shows that speech and language therapy can make a meaningful […]

For many years, speech and language therapy has been recognised for helping children develop their communication skills. Today, advances in neuroscience are helping us understand why therapy is so effective. Research suggests that speech and language intervention doesn’t just improve communication—it can also support changes in the developing brain. Children’s brains are remarkably adaptable, a property known […]

How do children learn to speak, understand words, and communicate with others? These are some of the fascinating questions explored by neuroscientist Gianfranco Denes. His work focuses on the relationship between language and the brain, helping us understand how humans develop the ability to communicate. Denes has spent many years studying people with language difficulties […]

Summary of Inconsistent Phonological Disorder (IPD), Childhood Apraxia of Speech (CAS) and Core Vocabulary Therapy This summary is based on Sean Pert’s (2025) article, Speech therapy for inconsistent speech disorder: Let’s try and say this word incorrectly every time!, which draws on a range of published research and clinical guidance relating to the assessment and treatment […]

The document from the Royal College of Speech and Language Therapists (RCSLT) sets out a framework for the safe, ethical, and effective use of artificial intelligence (AI) in speech and language therapy (SLT). It is aimed at helping therapists, employers, educators, and developers use AI responsibly while protecting patients and professional standards.   Here is a summary of the main […]

Recent research shows that social communication in primary school children develops through a combination of language, emotional understanding, and interaction skills. Children need to recognise emotions, understand other people’s perspectives, and use language effectively in social situations in order to build friendships and participate confidently in school life. Schools are increasingly using social and emotional […]

Recent research shows that stammering (stuttering) is a neurodevelopmental condition, linked to how the brain coordinates speech timing and movement. Brain imaging studies consistently show differences in white matter connections, particularly in pathways linking language and motor regions, which can affect speech fluency. Genetics is now one of the strongest areas of evidence. Large-scale studies involving over […]