SLT Provision for Pre-schoolers: Mainstream & Special Needs

“They deserve the best care because they are the life-blood of the nation and are vital

for our future economic survival and prosperity”

-Professor Al Aynsley-Green

● National Service Framework● Standard 1: Promoting Health and Well-being,

Identifying Needs and Intervening Early● Standard 2: Supporting parenting● Standard 3: Child, Young Person and Family-

Centred Services ● Standard 8: Disabled Children and Young People

and Those with Complex Health Needs

Every Child Matters• Can be applied to all children

• Being healthy

• Being safe

• Enjoying and achieving

• Making a positive contribution

• Achieving economic wellbeing

“Some children will always require extra help because of the disadvantages they face. The key is to ensure

children receive services at the first onset of problems, and to prevent any children slipping through the net.”

-Every Child Matters (2003), pg 8

Levels of service delivery

Early Intervention

• Vitally important for tackling problems and progressing

• More cost effective

• Reduce support required long term

Sure Start

• Government based initiative, aiming to ‘give children the best possible start in life’o Home and pre-school settings o Assessment, intervention and support o Provide advice for parentso 17 SureStart centres in Sheffield

Parent Child Interaction• Parenting practices often associated with child outcomes

• Outcome studies reflect important changes in the parent child interactions that are long term and durable (Bell & Eyberg,2002)Improvements in parenting skills and attitudes eg: reflective listening, more positive parenting attitudes and improved physical closeness (McNeil & Hembree-Kigin, 2010)

Parent Child Interaction● A review of 17 studies involving 628

preschoolers concluded that involvement in PCI resulted in significant improvements in child behavior (Gallagher, 2003).

● Follow-up studies report that treatment gains are maintained over time (Hood & Eyberg, 2003).

● Adapted versions of PCIT prove effective in treating other issues (Johnson, Franklin, Hall, & Preito, 2000).

• The Sheffield Birth to Five (0-5) Strategy

• The National Childcare Strategy (1997)

• For children in Sheffield aged 5 years and under, special educational needs are supported through the Early Years Action.

• If the child does not make enough progress, the child should be referred by their teacher or SENCO to the Early Years Action Plus.

ESCAL

• Being articulate and literate helps every Sheffield child to:o Enjoy lifeo Thinko Communicateo Participateo Aspire and achieve

• Sheffield’s Talking

• Stories for Talking

ESCAL• Family Time

• Summer Talk

• Sheffield Small Talk

References• Aynsley-Green, A. (2004). National Service Framework for Children, Young People and Maternity Services:

Executive Summary. Retrieved March, 3rd, 2014, from http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/eOrderingDownload/DH-40496PDF.pdf

• Bell, S., & Eyberg, S.M. (2002). Parent-child interaction therapy. In L. VandeCreek, S. Knapp, & T.L. Jackson (Eds.). Innovations in Clinical Practice: A Source Book (Vol. 20; pp. 57-74). Every Child Matters. (2003). Retrieved on 3/3/2014 from https://www.education.gov.uk/consultations/downloadableDocs/EveryChildMatters.pdf

• The Bercow Report. (2008). Bercow Review of Services for Children and Young People (0-19) with Speech, Language and Communication Needs. Retrieved March, 3rd, 2014, from http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/eOrderingDownload/Bercow-Summary.pdf

• The Communication Trust. (no date). A collection of case studies highlighting effective practice in speech, language and communication. Retrieved March, 3rd, 2014, from https://www.thecommunicationtrust.org.uk/media/13577/case_studies_report_-_final__june_2010.pdf

• Gallagher, N. (2003). Effects of parent-child interaction therapy on young children with disruptive behavior disorders. Bridges:Practice-Based Research Syntheses, 1, 1–17. Retrieved from: http://sc-boces.org/english/IMC/Focus/parent-child_interaction_theory.pdf

References

• Hood, K., & Eyberg, S. M. (2003). Outcomes of parent-child interaction therapy: Mothers’ reports on maintenance three to six years after treatment. Journal of Clinical Child and Adolescent Psychology, 32, 419–429.

• Johnson, B. D., Franklin, L. C., Hall, K., & Prieto, L. R. (2000). Parent training through play: Parent-child interaction therapy with a hyperactive child. The Family Journal: Counseling and Therapy for Couples and Families, 8, 180–186.

• McNeil, C., & Hembree-Kigin, T. (2010). Parent-child interaction therapy. (2nd ed.). New York: Springer.

• RCSLT. (2006). Communicating Quality 3. Retrieved on 3/3/2014 from http://www.rcslt.org/members/welcome/CQ3_chapter_6.pdf pg 185.

• Sheffield City Council (2010). The Birth to Five Strategy. Retrieved on 3/3/2014 from https://www.sheffield.gov.uk/search-result.html?queryStr=the+birth+to+five+strategy&currentPage=3&n=10&content_type=&last_modified=&siteuuid=

• Sheffield City Council (2014a). Special Educational Needs Support for 5 Year Olds and Under (Early Years Action). Retrieved on 3/3/2014 from https://www.sheffield.gov.uk/education/information-for-parentscarers/care-support/specialneeds/under-5s.html

• Sheffield City Council. (2014b). Children’s Centres in Sheffield. Retrieved on 3/3/2014 from https://www.sheffield.gov.uk/education/information-for-parentscarers/care-support/childcare/childrens-centres.html

• Ward, S. (1999). An investigation into the effectiveness of an early intervention method for delayed language development in young children. Retrieved March, 3rd, 2014, from http://informahealthcare.com/doi/abs/10.1080/136828299247405