SLT Provision for Pre-schoolers: Mainstream & Special Needs

Report
SLT Provision for Preschoolers: 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 FamilyCentred Services
● Standard 8: Disabled Children and Young People
and Those with Complex Health Needs
Every Child Matters
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Can be applied to all children
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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
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Vitally important for tackling problems and progressing
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More cost effective
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Reduce support required long term
Sure Start
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Government based initiative, aiming to ‘give
children the best possible start in life’
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Home and pre-school settings
Assessment, intervention and support
Provide advice for parents
17 SureStart centres in Sheffield
Parent Child Interaction
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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).
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The Sheffield Birth to Five (0-5) Strategy
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The National Childcare Strategy (1997)
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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
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Being articulate and literate helps every Sheffield child
to:
o Enjoy life
o Think
o Communicate
o Participate
o Aspire and achieve
Sheffield’s Talking
Stories for Talking
ESCAL
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Family Time
Summer Talk
Sheffield Small Talk
References
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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/eOrdering
Download/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/eOrdering
Download/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://scboces.org/english/IMC/Focus/parent-child_interaction_theory.pdf
References
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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/searchresult.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/caresupport/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-

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