A description of each of the search terms is given below. You can also read an explanation of the levels of evidence.
These have been kept as generic as possible at this stage to allow the reader to draw comparisons between programmes and approaches in the same category. As we know, many children will fall into more than one of the categories below and this should be taken into account when searching for programmes:
Programmes, approaches and techniques may be used across different age groups but here we've identified the age range which the authors have specified for their interventions.
NB: Some interventions may be useful for children outside of these age groups, for example some children and young people with learning disabilities may be able to access and benefit from an intervention designed for younger children. There are caveats to take into account, for example, that materials may be designed for younger children and will therefore not be suitable for older children with learning disabilities.
Also the original research and therefore evidence may well specify a particular age group or language impairment and therefore the evidence may not apply to older children with more general learning needs.
It should be recognised that those developing the interventions don't necessarily describe their programmes in these terms and the reader is left to infer aspects of the method of service delivery, for example whether it's a tier 2 or tier 3 intervention. Similarly a programme may have been developed to use by specialist educators but there's no reason why it could not be used by well supported teachers in mainstream classes.
It's also the case that an intervention developed for use with pre-school children just starting to speak could equally be used with much older children at a similar language level, perhaps with general developmental difficulties. For head teachers looking to commission services, guidance from specialists, such as speech and language therapists, would be useful to determine which approaches or combination of approaches would best suit the needs of their pupils.
This can vary on each intervention as to how the supplier of the intervention defines certain positions but the terms do give general guidance.
'Specialist' in this context could mean a Speech and Language Therapist (SLT), a Specialist Teacher or Advisory Teacher, and Educational Psychologist or other specialist. Where an intervention must be delivered by an SLT, this is explicitly stated in the information about the intervention.
For more information on the role of SLTs in schools, please see Key principles to consider before using an intervention.
An intervention's level of evidence is the extent to which there is data available to support a specific intervention. Such data needs to be publicly available in the published literature or on websites. There are three levels:
Click here for detailed explanation of the levels of evidence.
There are no items in your basket - why not visit our shop?