Category: Evidence Based Practice

Background: Important link between mental health and speech, language, communication and swallowing needs Reviewed. Hancock, A., Northcott,S., Hobson, H., & Clarke, M. (2022) Speech, language and communication needs and mental health: the experiences of speech and language therapists and mental health professionals. International Journal of Language &Communication Disorders,1–15.https://doi.org/10.1111/1460-6984.12767 Findings; 4 main themes  Theme 1 (Boundaries […]

Speech and language therapists working in schools across the UK, find that the children they work with speak a variety of different languages. Here at Therapy Network Ltd we have summarised some of the most recent neuroscientific evidence  to help provide an evidenced based back-drop to bear in mind, when supporting children from different cultural […]

The pattern of speech and language development for most children is uneven. Children will present with a wide range of normal atypical speech language communication skills, as they move along the path of development.  Therefore, knowing when to refer a child to speech and language therapy can difficult and often not necessary.  However, there is […]

Word finding can be extremely frustrating and debilitating to children both in and out of the classroom. Here are some general word finding strategies for Teachers and parents to support their children in any environment. Circumlocution Encourage the child to circumlocute, that is ‘talk round’ the word. E.g. ‘Can you tell me a bit more […]

Transition strategies are techniques used to support individuals with complex needs e.g. ASD during changes in or disruptions to activities, settings, or routines. The techniques can be used before a transition occurs, during a transition, and/or after a transition, and can be presented verbally, auditory, or visually. The strategies attempt to increase predictability for individuals […]

Consideration of a student’s level of understanding is essential when supporting a student with speech language difficulties and challenging behaviour. When supporting the the student, the aim is to identify what happened, explore why is happened and discuss the appropriate behaviour should a similar incident occur in the future. If the student has speech language […]

Phonological awareness is a broad skill that includes identifying and manipulating units of oral language – parts such as words, syllables, and onsets and rhymes. Children who have phonological awareness are able to identify and make oral rhymes, can clap out the number of syllables in a word without using visual support. Here are some […]

Developing early language skills It is important to grasp opportunities throughout the day to play but it is also important to set aside a specific time. We call this ‘speech/language time’. This refers to 5-10 minutes every day (or whenever you manage) in which you work through structured activities with the children without any distractions […]

Attention and listening is being able to listen and focus on specific tasks or sounds. It can be a tricky skill for young children to learn. It usually involves the ability to focus the eyes and/or ears on one thing while ignoring others, for a certain length of time. By the time a child is […]

Much of the behaviour characteristic of autistic spectrum disorder may reflect a deficit in Theory of Mind. The individual cannot readily appreciate the feelings, knowledge, or beliefs in other people (nor indeed fully recognise or interpret his or her own thought processes). Hence stilted language interaction, a lack of self-consciousness, and weakness in understanding social […]