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

发展有效的校本干预以解决双重赤字。研究问题:1。对于青少年SLCN，目前已证实有效的干预措施的主要有效因素是什么？基于现有证据，对有SEMH和SLCN的青少年进行干预对提高语言技能有效吗？干预是否影响了参与的青少年在学校的行为，排斥或驱逐？干预是由aSLT还是助教（TA）进行，结果会有不同吗？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、排斥和排斥产生积极影响。研究方法：研究将分为两个阶段：第一阶段：系统回顾对青少年的语言干预措施，综合考虑最有效改善接受性、表达性和语用性语言障碍的因素；制定包含上述要素的干预措施。第二阶段：对第一阶段开发的干预措施进行小组前测试和后测试（Robey, 2004）试点研究，将在中学进行。干预将由申请人（SLT）或助教（TA）提供。

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).