95 research outputs found
AUT851422_Lay_Abstract – Supplemental material for Feasibility study of the National Autistic Society EarlyBird parent support programme
No full textSupplemental material, AUT851422_Lay_Abstract for Feasibility study of the National Autistic Society EarlyBird parent support programme by Melanie Palmer, Antonia San José Cáceres, Joanne Tarver, Patricia Howlin, Vicky Slonims, Elizabeth Pellicano and Tony Charman in Autism</p
Appendix -Supplemental material for Predictors of reliable symptom change: Secondary analysis of the Preschool Autism Communication Trial
No full textSupplemental material, Appendix for Predictors of reliable symptom change: Secondary analysis of the Preschool Autism Communication Trial by Kristelle Hudry, Helen McConachie, Ann Le Couteur, Patricia Howlin, Barbara Barrett, Vicky Slonims and The PACT Consortium in Autism & Developmental Language Impairments</p
AUT830042_Lay_Abstract – Supplemental material for Child and parent outcomes following parent interventions for child emotional and behavioral problems in autism spectrum disorders: A systematic review and meta-analysis
No full textSupplemental material, AUT830042_Lay_Abstract for Child and parent outcomes following parent interventions for child emotional and behavioral problems in autism spectrum disorders: A systematic review and meta-analysis by Joanne Tarver, Melanie Palmer, Sophie Webb, Stephen Scott, Vicky Slonims, Emily Simonoff and Tony Charman in Autism</p
AUT830042_Supplemental_material – Supplemental material for Child and parent outcomes following parent interventions for child emotional and behavioral problems in autism spectrum disorders: A systematic review and meta-analysis
No full textSupplemental material, AUT830042_Supplemental_material for Child and parent outcomes following parent interventions for child emotional and behavioral problems in autism spectrum disorders: A systematic review and meta-analysis by Joanne Tarver, Melanie Palmer, Sophie Webb, Stephen Scott, Vicky Slonims, Emily Simonoff and Tony Charman in Autism</p
sj-pdf-1-aut-10.1177_13623613231153694 – Supplemental material for Factors associated with mental health symptoms among UK autistic children and young people and their parents during the COVID-19 pandemic
No full textSupplemental material, sj-pdf-1-aut-10.1177_13623613231153694 for Factors associated with mental health symptoms among UK autistic children and young people and their parents during the COVID-19 pandemic by Melanie Palmer, Susie Chandler, Virginia Carter Leno, Farah Mgaieth, Isabel Yorke, Matthew Hollocks, Andrew Pickles, Vicky Slonims, Stephen Scott, Tony Charman and Emily Simonoff in Autism</p
sj-docx-1-aut-10.1177_13623613221125630 – Supplemental material for Using implementation science frameworks to explore barriers and facilitators for parents’ use of therapeutic strategies following a parent-mediated autism intervention
No full textSupplemental material, sj-docx-1-aut-10.1177_13623613221125630 for Using implementation science frameworks to explore barriers and facilitators for parents’ use of therapeutic strategies following a parent-mediated autism intervention by Sophie Carruthers, Natasha Mleczko, Stephanie Page, Shalini Ahuja, Ceri Ellis, Patricia Howlin, Kathy Leadbitter, Lauren Taylor, Vicky Slonims and Tony Charman in Autism</p
Evidence-based pathways to intervention for children with language disorders
No full textBackground Paediatric speech and language therapist (SLT) roles often involve planning individualized intervention for specific children, working collaboratively with families and education staff, providing advice, training and coaching and raising awareness. A tiered approach to service delivery is currently recommended whereby services become increasingly specialized and individualized for children with greater needs. Aims To stimulate discussion regarding delivery of SLT services by examining evidence regarding the effectiveness of (1) intervention for children with language disorders at different tiers and (2) SLT roles within these tiers; and to propose an evidence‐based model of SLT service delivery and a flowchart to aid clinical decision‐making. Methods & Procedures Meta‐analyses and systematic reviews, together with controlled, peer‐reviewed group studies where recent systematic reviews were not available, of interventions for children with language disorders are discussed, alongside the differing roles SLTs play in these interventions. Gaps in the evidence base are highlighted. Main Contribution The service‐delivery model presented resembles the tiered model commonly used in education services, but divides individualized (Tier 3) services into Tier 3A: indirect intervention delivered by non‐SLTs, and Tier 3B: direct intervention by an SLT. We report evidence for intervention effectiveness, which children might best be served by each tier, the role SLTs could take within each tier and the effectiveness of these roles. Regarding universal interventions provided to all children (Tier 1) and those targeted at children with language weaknesses or vulnerabilities (Tier 2), there is growing evidence that approaches led by education services can be effective when staff are highly trained and well supported. There is currently limited evidence regarding additional benefit of SLT‐specific roles at Tiers 1 and 2. With regard to individualized intervention (Tier 3), children with complex or pervasive language disorders can progress following direct individualized intervention (Tier 3B), whereas children with milder or less pervasive difficulties can make progress when intervention is managed by an SLT, but delivered indirectly by others (Tier 3A), provided they are well trained and supported, and closely monitored. Conclusions & Implications SLTs have a contribution to make at all tiers, but where prioritization for clinical services is a necessity, we need to establish the relative benefits and cost‐effectiveness at each tier. Good evidence exists for SLTs delivering direct individualized intervention and we should ensure that this is available to children with pervasive and/or complex language disorders. In cases where service models are being provided which lack evidence, we strongly recommend that SLTs investigate the effectiveness of their approaches
Evidence based pathways to intervention for children with language disorders
No full textBackground: Paediatric SLT roles often involve planning individualised intervention for specific children (provided directly by SLTs or indirectly through non-SLTs), working collaboratively with families and education staff and providing advice and training. A tiered approach to service delivery is currently recommended, whereby services become increasingly specialised and individualised for children with greater needs. Aims: To examine 1) evidence of intervention effectiveness for children with language disorders at different tiers and 2) evidence regarding SLT roles; and to propose an evidence-based model of SLT service delivery. Methods: Controlled, peer-reviewed studies, meta-analyses and systematic reviews of interventions for children with language disorders are reviewed and their outcomes discussed, alongside the differing roles SLTs play in these interventions. We indicate where gaps in the evidence base exist and present a possible model of service delivery consistent with current evidence, and a flowchart to aid clinical decision making. Main Contribution: The service delivery model presented resembles the tiered model commonly used in education services, but divides individualised (Tier 3) services into Tier3A: indirect intervention delivered by non-SLTs, and Tier 3B: direct intervention by an SLT. We report the evidence for intervention effectiveness and which children might best be served by each tier, the role SLTs could take within each, and the evidence of effectiveness of these roles. Regarding universal interventions provided to all children (Tier 1) and those targeted at children with language weaknesses (Tier 2), there is growing evidence that approaches led by education services can be effective when staff are highly trained and well-supported. There is currently limited evidence regarding additional benefit of SLT-specific roles at Tiers 1 and 2. With regard to individualised intervention (Tier 3): children with complex or pervasive language disorders progress significantly following direct individualised intervention (Tier 3B), whereas children with milder or less pervasive difficulties can make progress when intervention is managed by an SLT, but delivered indirectly by others (Tier 3A), provided they are well-trained, -supported and -monitored. Conclusions: SLTs have a contribution to make at all tiers, but where prioritisation for clinical services is a necessity, we need to establish the benefits and cost-effectiveness of each contribution. Good evidence exists for SLTs delivering direct individualised intervention, and we should ensure that this is available to those children with pervasive and/or complex language impairments. In cases where service models are being provided which lack evidence, we strongly recommend that SLTs investigate the effectiveness of their approaches
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