Category: Evidence Based Practice

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 […]

Reading and writing are key skills for learning and life. Research shows that strong literacy skills are closely linked to children’s speech, language, and communication development. When children can understand and use language well, they are more likely to succeed with reading and writing too. Here’s what can work best—at school and at home: At school: […]

Supporting Behaviour in the Classroom Challenging behaviours in the classroom can often reflect underlying communication difficulties rather than intentional disruption. Speech and Language Therapy (SLT) research shows that strengthening communication skills can significantly improve behaviour, emotional regulation, and learning outcomes. Children with speech, language, and communication needs (SLCN) may struggle to understand instructions, express feelings, […]