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Association of proximal elements of social disadvantage with children's language development at 2 years: an analysis of data from the Children in Focus (CiF) sample from the ALSPAC birth cohort
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In: pissn: 1368-2822 (2018)
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Parent-child reading to improve language development and school readiness: A systematic review and meta-analysis (Final report)
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Association of proximal elements of social disadvantage with children's language development at 2 years: an analysis of data from the Children in Focus (CiF) sample from the ALSPAC birth cohort.
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In: eissn: 1460-6984 (2018)
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Association of proximal elements of social disadvantage with children's language development at 2 years: An analysis of data from the Children in Focus (CiF) sample from the ALSPAC birth cohort
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Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: terminology
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Acquisition of Maternal Education and Its Relation to Single-Word Reading in Middle Childhood: Annalysis of the Millennium Cohort Study
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Early home activities and oral language skills in middle childhood: A quantile analysis
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Acquisition of Maternal Education and its Relation to Single Word Reading in Middle Childhood: An Analysis of the Millennium Cohort Study
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Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology
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A qualitative case study in the social capital of co-professional collaborative co-practice for children with speech language and communication needs
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CATALISE: a multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children
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Predicting Meaningful Differences in School-Entry Language Skills from Child and Family Factors Measured at 12 months of Age
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Narrowing the digital divide--facilitating access to computer technology to enhance the lives of those with aphasia: a feasibility study
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CATALISE : a multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children
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A qualitative case study in the social capital of co-professional collaborative co-practice for children with speech language and communication needs
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Abstract:
Background: Effective co-practice is essential to deliver services for children with speech language and communication needs (SLCN). The necessary skills, knowledge and resources are distributed amongst professionals and agencies. Co-practice is complex and a number of barriers, such as 'border disputes' and poor awareness of respective priorities, have been identified. However social-relational aspects of co-practice have not been explored in sufficient depth to make recommendations for improvements in policy and practice. Here we apply social capital theory to data from practitioners: an analytical framework with the potential to move beyond descriptions of socio-cultural phenomena to inform change.Aims: Co-practice in a Local Authority site was examined to understand: 1) the range of social capital relations extant in the site’s co-practice; 2) how these relations affected the abilities of the network to collaborate; 3) whether previously identified barriers to co-practice remain; 4) the nature of any new complexities which may have emerged; and 5) how inter-professional social capital might be fostered.Methods & Procedures: A qualitative case study of SLCN provision within one Local Authority in England and its linked NHS partner was completed through face-to-face semi-structured interviews with professionals working with children with SCLN across the authority. Interviews, exploring barriers and facilitators to interagency working and social capital themes, were transcribed and subjected to thematic analysis using iterative methods and a thematic framework derived. Results: We identified a number of characteristics important for the effective development of trust, reciprocity and negotiated co-practice at different levels of social capital networks : Macro – service governance and policy; Meso - school sites; Micro - intra-practitioner knowledge and skills. Barriers to co-practice differed from those found in earlier studies. Some negative aspects of complexity were evident but only where networked professionalism and trust was absent between professions. Where practitioners embraced and services and systems enabled more fluid forms of collaboration, then trust and reciprocity developed.Conclusions & Implications: Highly collaborative forms of co-practice, inherently more complex at the service governance, macro-level, bring benefits. At the meso-level of the school and support team network there was greater capacity to individualise co-practice to the needs of the child. Capacity was increased at the micro-level of knowledge and skills to harness the overall resource distributed amongst members of the inter-professional team. The development of social capital, networks of trust across SLCN support teams, should be a priority at all levels - for practitioners, services, commissioners and schools.
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Keyword:
Philology. Linguistics; Special aspects of education
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URL: https://doi.org/10.1111/1460-6984.12296 https://strathprints.strath.ac.uk/57712/1/McKean_etal_IJLCD_2016_collaborative_co_practice_for_children_with_speech_language_and_communication_needs.pdf https://strathprints.strath.ac.uk/57712/
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CATALISE: A multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children
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In: Communication Sciences and Disorders Publications (2016)
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Two-year outcomes of a population-based intervention for preschool language delay : an RCT
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