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Teaching vocabulary to adolescents with language disorder: perspectives from teachers and speech and language therapists
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A systematic review of speech, language and communication interventions for children with Down syndrome from 0 to 6 years
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Understanding and Supporting Peer Relationships in Adolescents with Acquired Brain Injury: A Stakeholder Engagement Study
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Abstract:
Peer relationship difficulties in adolescents with acquired brain injury (ABI) are under-recognised and targets for intervention are unclear. From a social constructionist position, this study aimed to engage with stakeholders to develop a collaborative understanding of peer relationship difficulties in adolescents with ABI and seek consultation on what might be required to improve them. Focus groups and semi-structured interviews were conducted with four stakeholder groups: adolescents with ABI (n=4); parents of adolescents with ABI (n=7); adults who sustained an ABI in adolescence (n=2); and specialist practitioners (n=3). Qualitative data were analysed using thematic analysis. The analysis yielded 11 themes, grouped into two domains. The first, understanding peer relationship difficulties, included themes from ‘exclusion and a need to belong’, to ‘loss of past self’. The second, supporting peer relationships, comprised themes of ‘building understanding’ and ‘meaningful social connection’, amongst others. A logic model of stakeholder experiences of peer relationship difficulties was constructed. Difficulties with peers can increase vulnerability to feelings of loneliness, shame, and hopelessness for adolescents post-ABI. Stakeholders described that a meaningful intervention would be multi-layered, targeting change within the adolescent’s environment and within the adolescent themselves. The presented logic model provides a framework for future intervention development.
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Keyword:
P Philology. Linguistics; RC0321 Neuroscience. Biological psychiatry. Neuropsychiatry; RJ Pediatrics
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URL: https://openaccess.city.ac.uk/id/eprint/28008/1/AnkrettS-NR-Submission%20ACCEPTED.pdf https://openaccess.city.ac.uk/id/eprint/28008/ http://www.tandf.co.uk/journals/titles/09602011.asp
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The interplay between early social interaction, language and executive function development in deaf and hearing infants
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UK Speech & Language Therapists working in school-aged children dysphagia practice. Impact of Covid19 on clinical practice: A survey
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A classroom intervention targeting working memory, attention and language skills: a cluster randomised feasibility trial
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Detecting joint attention events in mother-infant dyads : sharing looks cannot be reliably identified by naïve third-party observers
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Associations between language difficulties, peer victimization, and bully perpetration from 3 through 8 years of age : results From a population-based study
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Is mere exposure enough? The effects of bilingual environments on infant cognitive development
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Reflections on COVID -19 and the potential impact on preterm infant feeding and speech, language and communication development
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"El nen s'ha menjat una aranya": The development of narratives in Catalan speaking children
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Sensory assessment and acceptability of coated tablets relationship between instrumental methods and human data
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Images and imagination : automated analysis of priming effects related to autism spectrum disorder and developmental language disorder
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Literacy and phonological skills in oral deaf children and hearing children with a history of dyslexia
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19 |
Do children use different forms of verbal rehearsal in serial picture recall tasks? A multi-method study
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Late phonological development in Spanish children with bilateral hearing loss / Desarrollo fonologico tardio en ninos espanoles con perdidas auditivas bilaterales
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