Read more
Children with Developmental Language Disorder are managed in a variety of ways. To date, there has been no attempt to evaluate these different practices.
Managing the child with developmental language disorder does just this, reporting on the findings of a survey carried out as part of the work of Cost Action IS1406,
List of contents
Preface
Maria Vlassopoulos & Baiba Trinite
Part I Developmental language disorder in context
Introduction
James Law
Chapter 1
Evidence-based practice and its application to developmental language disorders
James Law
Chapter 2
The development of the practitioner survey
James Law, Josie Tulip & Elisabeth Beckermann
Chapter 3
Theory and intervention in developmental language disorder: The view of the European practitioner
David Saldana and Carol-Anne Murphy
Chapter 4
Servoce delivery for children with language disorders across Europe and beyond
Cristina McKean, Ellen Gerrits, Josie Tulip and Anna-Kasia Tolonen
Chapter 5
The social and cultural context of intervention for children with developmental language disorder
Elin Thordardottir & Seyhun Topbaş
Part II National vignettes
Introduction
James Law
Austria
Bosnia and Herzegovina
Bulgaria
Croatia
Cyprus
Denmark
Estonia
Finland
France
Germany
Hungary
Iceland
Ireland
Israel
Italy
Latvia
Lebanon
Lithuania
Macedonia
Malta
The Netherlands
Norway
Poland
Portugal
Romania
The Russian Federation
Serbia
Slovakia
Slovenia
South Africa
Spain
Sweden
Switzerland
Turkey
The United Kingdom
Index
About the author
James Law studied linguistics, practising as a speech and language therapist in the UK for ten years, and is currently Professor of Speech and Language Science, Newcastle University, UK. Having received over £5 million in research grant funding, his main focus has been on children’s language development over time and the science underpinning interventions to ameliorate developmental language disorders.
Cristina McKean is a speech and language therapist and senior lecturer in speech pathology at Newcastle University, UK. She is honorary fellow at the Murdoch Children's Research Institute and adjunct fellow at the Menzies Institute, Griffith University, Australia, and editor-in-chief for the International Journal of Language and Communication Disorders. Her research aims to understand individual differences in child language development, the drivers and processes of developmental change and the effects of interventions and service delivery models on children’s trajectories.
Carol-Anne Murphy lectures in speech and language therapy at the University of Limerick (UL), Ireland. She leads the child speech, language and communication needs research group at UL, whose work includes the development of school-based speech and language therapy services. Carol-Anne has a particular interest in understanding mechanisms of intervention, effective approaches to assessment, and intervention implementation in developmental communication difficulties, particularly developmental language disorder.
Elin Thordardottir, a certified speech-language pathologist and audiologist, conducts research and teaches in Canada as a professor at McGill University, and in Iceland, at the Academy of Reykjavik and the University of Iceland. This allows her to study typical language development and impairment in monolingual, bilingual and multilingual children in distinct linguistic environments and with a strong cross-linguistic focus. She has authored a number of clinical language measures in Icelandic and French.
Summary
Children with Developmental Language Disorder are managed in a variety of ways. To date, there has been no attempt to evaluate these different practices. Managing the child with developmental language disorder does just this, reporting on the findings of a survey carried out as part of the work of Cost Action IS1406,
