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Bridging the Gap Between Language Impairment and Social, Emotional and Mental Health Difficulties in Adolescents:

弥合青少年语言障碍与社交、情感和心理健康困难之间的差距：

基本信息

批准号：
2405022
负责人：
金额：
--
依托单位：
Newcastle University
依托单位国家：
英国
项目类别：
Studentship
财政年份：
2020
资助国家：
英国
起止时间：
2020 至无数据
项目状态：
未结题

来源：
https://gtr.ukri.org/projects?ref=studentship-2405022
关键词：
Bridging Gap Between Language Impairment

项目摘要

Developing an Effective School Based Intervention to Address the Dual Deficit.Research questions:1. What are the main effective elements of existing interventions with proven effectiveness orefficacy for adolescents with SLCN?2. Is an intervention for adolescents with SEMH and SLCN based on the existing evidence baseeffective in increasing language skills?3. Does the intervention impact on behaviour in school, exclusions or expulsions for theadolescents involved?4. Is there a difference in outcome depending upon whether the intervention is delivered by aSLT or teaching assistant (TA)?Hypotheses:It is hypothesised that an evidence based language intervention for adolescents with SEMH and SLCNwill improve their language skills and impact positively on their behaviour in school, exclusions orexpulsions.Methodology:The research will be in two phases:Phase 1: Systematic review of language interventions for adolescents with synthesis of elementsconsidered to be most effective to improve receptive, expressive and pragmatic language difficulties;development of an intervention incorporating the elements identified above.Phase 2: Small group pre- and post- test (Robey, 2004) pilot study of the intervention developed inPhase 1 to be carried out in secondary schools. The intervention will be delivered by either the applicant(SLT) or a teaching assistant (TA).

发展一个有效的以学校为基础的干预来解决双重赤字。研究问题：1。对于青少年SLCN，现有的有效干预措施的主要有效因素是什么？2.基于现有证据基础对患有SEMH和SLCN的青少年进行干预是否能有效提高语言技能？3.干预措施是否对学校的行为、对所涉青少年的排斥或开除产生影响？4.根据干预是由aSLT还是助教（TA）提供，结果是否存在差异？假设：假设对SEMH和SLCN青少年进行基于证据的语言干预将提高他们的语言技能，并对他们在学校的行为产生积极影响，排除或驱逐。方法：研究将分为两个阶段：第一阶段：对青少年的语言干预进行系统评价，综合被认为是最有效的改善接受，表达和语用语言困难的元素;开发一种包含上述元素的干预。第一阶段将在中学进行的干预措施的小组前测试和后测试（Robey，2004年）试点研究。干预措施将由申请人（申请人）或助教（TA）提供。