Implementation of a manualized communication intervention for school‐aged children with pragmatic and social communication needs in a randomized controlled trial: the Social Communication Intervention Project

Adams, Catherine; Lockton, Elaine; Gaile, Jacqueline; Earl, Gillian; Freed, Jenny

doi:10.1111/j.1460-6984.2012.00147.x

Cited by 27 publications

(36 citation statements)

References 27 publications

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“…These components of intervention were found to be among the most frequently used in SCIP intervention (Adams et al . ) and it is notable that parent and teacher perceptions of effectiveness converge well with quantitative findings (Adams et al . ).…”

Section: Discussionsupporting

confidence: 67%

“…In the SCIP project, a randomized controlled design was used to evaluate the effectiveness of an intensive manualized speech and language therapy intervention for CwPLI. Results indicated an intervention effect on blind and parent/teacher-reported communication outcomes, but not language test scores (Adams et al 2012a(Adams et al , 2012b.…”

Section: Introductionmentioning

confidence: 87%

“…Results indicated an intervention effect on blind and parent/teacher‐reported communication outcomes, but not language test scores (Adams et al . , ).…”

Section: Introductionmentioning

confidence: 99%

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Parent and teacher perceptions of participation and outcomes in an intensive communication intervention for children with pragmatic language impairment

Baxendale

Lockton

Adams

et al. 2012

Intl J Lang & Comm Disor

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This analysis has contributed essential information to the evaluation of SCIP by describing the experience of the intervention as delivered, exploring processes of effective implementation and change in the school setting and by describing the value placed on different outcomes by parents and teachers. These findings can inform planning for collaborations between speech and language therapists and teachers and provide useful information about mechanisms of change in different components of the SCIP intervention which have not been individually evaluated before. Information on changes in children's communication skills which were perceived as meaningful to those living and working with the children daily is crucial to the acceptance and translation of the SCIP intervention into practice.

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Section: Discussionsupporting

confidence: 67%

Section: Introductionmentioning

confidence: 87%

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Parent and teacher perceptions of participation and outcomes in an intensive communication intervention for children with pragmatic language impairment

Baxendale

Lockton

Adams

et al. 2012

Intl J Lang & Comm Disor

Self Cite

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“…The authors are the authors of the SCIP Manual (2015), a revised version of the research manual reported in the SCIP trial (Adams et al . , ).…”

Section: Acknowledgementsmentioning

confidence: 99%

“…The trial intervention was the social communication intervention programme (SCIP), a manualized treatment containing instructions and resources for the delivery of SLT for children with SPCD by a skilled practitioner or trained therapy assistant (ThA) (Adams et al . , ). The SCIP intervention manual contains three main components: language processing, pragmatics, and social understanding and social interpretation, and includes therapy directed at improving the child's metacognitive and meta‐pragmatic skills (Adams and Gaile ).…”

Section: Introductionmentioning

confidence: 99%

Metacognition in speech and language therapy for children with social (pragmatic) communication disorders: implications for a theory of therapy

Gaile

Adams

2017

Intl J Lang & Comm Disor

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Background: Metacognition is a significant component of complex interventions for children who have developmental language disorders. Research into how metacognition operates in the content or process of developmental language therapy delivery is limited. Identification and description of proposed active therapy components, such as metacognition, may contribute to our understanding of how to deliver complex communication interventions in an optimal manner. Aims: To analyse aspects of metacognition during therapy derived from a manualized speech and language intervention (the Social Communication Intervention Programme-SCIP) as delivered to children who have social (pragmatic) communication disorder (SPCD) and to examine the dynamic process of delivering therapy. Methods & Procedures:A purposive sample of eight filmed therapy sessions was selected from the video data corpus of intervention-arm participants within a randomized controlled trial. The child-therapist interactions during therapy sessions from five children (aged between 5;11 and 10;3) in the SCIP trial were transcribed. Filmed sessions represented a variety of communication profiles and SCIP therapy content. Starting from existing theory on metacognition, cycles of iterative analysis were performed using a mixed inductive-deductive qualitative analysis. A preliminary list of metacognitive content embedded in the intervention was developed into a metacognitive coding framework (MCF). A thematic analysis of the identified metacognitive content of the intervention was then carried out across the whole sample. Outcomes & Results: Thematic analysis revealed the presence of metacognition in the content and delivery of SCIP intervention. Four main themes of metacognitive person, task and strategy knowledge, and monitoring/control were identified. Metacognition was a feature of how children's ability to monitor language, pragmatic and social interaction skills, in themselves and other people, was developed. Task design and delivery methods were found to play a particular role in adjusting the metacognitive content of the therapy activities. Conclusions & Implications:This study makes explicit the metacognitive content and delivery within a complex developmental communication intervention. Discussion of the findings about metacognitive content provides an explanation of how the skilled speech and language therapist manipulates task demands, person knowledge and therapy methods towards the therapy goal. Clinical applications of the metacognitive framework are discussed. We suggest that the process of making the tacit knowledge of the therapist explicit can contribute to the implementation of complex evidence-based interventions.

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School‐based mental health interventions

Merry

Moor

2015

Rutter's Child and Adolescent Psychiatry

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School plays an important part in the lives of children and adolescents and can potentially play a key role in helping to address the mental health needs of their students. In present scenario the school based mental health programme has been recognized and initiated in many schools though mainly by the management or nongovernmental organizations not through the government. Objectives: a) to identify commonest factors associated with scholastic problems, b) to develop Case studies, c) to utilize the intervention provide by the psychiatric Social worker and referral service in managing the academic and mental health problems in the school context. Methods: A psychiatric Social worker delivered the intervention using mainly the principles of case work and applied behavioural analysis with 23 case studies. Results: Faulty learning Strategies , peer related adjustment problems, uncongenial family environment , core psychiatric disorders, borderline intelligence or pervasive developmental problems and poor teaching strategies or class room environment were the major contributors of academic problems. Conclusion: Most of the problems leading not only the scholastic and behavioural problems, but also to strengthen their coping skills through interventions. Case vignettes will help teachers and parents to know more about their wards and also to deal with the children's problems effectively.

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Implementation of a manualized communication intervention for school‐aged children with pragmatic and social communication needs in a randomized controlled trial: the Social Communication Intervention Project

Cited by 27 publications

References 27 publications

Parent and teacher perceptions of participation and outcomes in an intensive communication intervention for children with pragmatic language impairment

Parent and teacher perceptions of participation and outcomes in an intensive communication intervention for children with pragmatic language impairment

Metacognition in speech and language therapy for children with social (pragmatic) communication disorders: implications for a theory of therapy

School‐based mental health interventions

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