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Teaching vocabulary to adolescents with language disorder: perspectives from teachers and speech and language therapists
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Addressing patients’ communication support needs through speech-language pathologist-nurse information-sharing: Employing ethnography to understand the acute stroke context
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Evaluación y descripción del desarrollo del discurso narrativo en español/Evaluation and description of narrative development in Spanish
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A pilot economic evaluation of a feasibility trial for SUpporting wellbeing through PEeR-Befriending (SUPERB) for post-stroke aphasia
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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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Teaching vocabulary to adolescents with language disorder: Perspectives from teachers and speech and language therapists
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Managing ongoing swallow safety through information-sharing: an ethnography of speech and language therapists and nurses at work on stroke units
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A Systematically Conducted Scoping Review of the Evidence and Fidelity of Treatments for Verb and Sentence Deficits in Aphasia: Sentence Treatments
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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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Is Early Bilingual Experience Associated with Greater Fluid Intelligence in Adults?
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Time for talk: The work of reflexivity in developing empirical understanding of speech and language therapist and nursing interaction on stroke wards
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Managing data for integrated speech corpus analysis in SPeech Across Dialects of English (SPADE)
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The social and psychological work of metaphor: a corpus linguistic investigation
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Sociolinguistic variation in the Yāl Saʿad dialect in northern Oman
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Populism, affect and meaning-making: a discoursive (de)construction of the Brazilian people
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What Are Bob and Alice saying? [Mis]communication and Intermediation Between Language and Code
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Transcribing (multilingual) voices: from fieldwork to publication
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Matched-accent processing : Bulgarian-English bilinguals do not have a processing advantage with Bulgarian-accented English over native English speech
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