Title: Mapping assessment to intervention for children with pragmatic language impairment Jacqueline Gaile,
1Mapping assessment to intervention for children
with pragmatic language impairment Jacqueline
Gaile, Gillian Earl, Elaine Clarke and Catherine
Adams Speech and Language Therapy Researchers
Social Communication Intervention Project School
of Psychological SciencesUniversity of
Manchester, UK
2Overview
- Pragmatic Language Impairment
- Social Communication Intervention Project
- Intervention framework
- Assessment framework
- Mapping assessment to intervention
- Sample data from one child
- Reflections on intervention planning
3Main characteristics of PLI
- Variety of pragmatic behaviours
- Domination of conversationVerbosityTopic
switching - Language impairment features
- Word-finding difficultiesNarrative
organisationComprehension of text - Some have features of mild autism
- Social immaturity relationship
problemsPerceptual and sensory features Dislike
of change in routines
4 Social Communication Intervention Project
- Effectiveness of intervention for children with
PLI - Led by Dr Catherine Adams Dr Elaine Clarke
- Randomised control trial 90 children
- 21 intervention to control
- Control group received intervention as usual
- Intensive intervention in school by SCIP team
- Manualised intervention
5 6Models of mapping
- Mapping practice onto theory the SL
practitioners construction of RLI Law et al
(2007) - Age of child
- Skills acquisition v metacognitive
- Theory of deficit v theory of practice
- Research needs to be able to describe deficit and
parameters of the deficit that are to be targeted
in intervention
7Aspects
8 Assessment Framework
- In depth assessment of language and social
understanding - CELF 4
- ACE naming non literal
- TROG2 BPVS
- ERRNI
- Happé strange stories
- ALICC
- Parent and teacher measures
- Childrens communication checklist 2nd edition
- SCIP parent and teacher interviews
9Making links to intervention
- Standard scores limited to SSlt 5
- Overall strengths as well as weaknesses
- Mapping to sections within a prescribed manual of
activities - Parent and teacher perspectives
- Mediating skills required to make progress
10SCIP mapping framework
- Model created to represent childs needs across
all 3 domains - Intervention aspects are triggered from
assessments - Triggers are tallied to give an overall
impression of areas of need
11Child A
- 8 years 4 months at baseline
- Year 4 in mixed year 3-4 class
- Statement of SEN 20 hours LSA time
- Support in all core subjects
- Reading recovery every day
- Diagnosis of autism at age 4 years Mum says
its not relevant now
12CELF4 Language Processing
13Language Processing
14Language Processing
15Intervention Profile - LP
16Intervention Profile - Pragmatics
17Intervention Profile - SUSI
18Intervention Profile Child A
19Is mapping useful?
- Allows adherence to theoretical framework of
intervention - Allows consideration of complexity of childs
communication needs - Spreads observations across social and linguistic
domains - Allows for interactions in intervention amongst 3
domains
20Expert assessment and planning
- Building relationship to support therapy
- Probing for impact of how difficulties interact
- Establishing baseline skills
- Metapragmatic skills
- Narrative
- Perspective taking
- Understanding social context
- Comprehension monitoring
21Summary
- Model how assessment to intervention planning
works - How to implement a manualised intervention
- Consideration of the interaction of social,
pragmatic and language needs - Requires detailed planning, specific expert
observations and probing for skill and
interaction of difficulties - Need to understand how expert practitioners map
assessment to intervention in order to allow
expertise to be built up
22SCIP website
- www.psych-sci.manchester.ac.uk/scip/