1. Affiliation Moor House School & University College London Lay summary
Name Lucy Nicoll
Affiliation Moor House School & University College London
Lay summary
A comparison of two interventions for developing the ability of 14 to 16 year olds with SLI to identify, interpret, explain and use curriculum-linked idioms across multiple contexts.
Question/Rationale
Pupils require support to access English curriculum texts due to figurative language. Investigated effectiveness of two intervention approaches; 1:1 SLT & Teacher.
What did you do?
Students received 30 minutes of 1:1 SLT and 30 minutes of classroom support during English lessons each week.
Pre- and post-therapy idiom explanation scores on the bespoke test were compared.
SLT most effective (sig), then classroom (non-sig), then control.
Curriculum-linked idioms were allocated randomly to one of 3 groups; SLT, Teacher and Control.
What did you find out?
Both intervention approaches are effective but more investigation is required to find the effectiveness of each approach when used in isolation & to find if these skills can be generalised.
Next steps:
Doctorate assessment & intervention project.
Trial with younger students.
Implications:
Clinical: tools for monitoring and supporting idiom knowledge and skills (IKS) for SLTs and teachers either individually or collaboratively.
Research: More evidence/information on IKS in SLI, SLT-CT collaboration.