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The wrong side of the tracks: Starting school in a socially disadvantaged London borough
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“TOT” phenomena: Gesture production in younger and older adults
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Computer delivery of gesture therapy for people with severe aphasia
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Enhancing communication through gesture and naming therapy.
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In: J Speech Lang Hear Res , 56 (1) 337 - 351. (2013) (2013)
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Words are not enough: Empowering people with aphasia in the design process
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Gesture and naming therapy for people with severe aphasia: a group study
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Does mode of administration affect health-related quality-of-life outcomes after stroke?
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The working practices and clinical experiences of paediatric speech and language therapists: a national UK survey
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| 10 |
Gesture and Naming Therapy for People With Severe Aphasia: A Group Study
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In: JOURNAL OF SPEECH LANGUAGE AND HEARING RESEARCH , 55 (3) 726 - 738. (2012) (2012)
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| 11 |
Accessibility of 3D Game Environments for People with Aphasia: An Exploratory Study
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| 12 |
Therapy for naming difficulties in bilingual aphasia: which language benefits?
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| 14 |
Developing communication skills in deaf primary school pupils: Introducing and evaluating the smiLE approach
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Abstract:
Many profoundly deaf signers have difficulty communicating with hearing people. This article describes a therapy called ‘Strategies and Measurable Interaction in Live English’ (smiLE; Schamroth and Threadgill, 2007a), an approach used to teach deaf children skills to become successful communicators in real-life situations. This study evaluates the effectiveness of smiLE in helping deaf pupils develop their ability to make successful requests in a specific communication situation and whether this generalized to another communication situation. Sixteen severely and profoundly deaf primary school pupils (7.2—11.0 years old) received an 11-week programme of therapy. Their performances in a trained and an untrained communication situation were compared pre- and post-therapy. In the trained task, the pupils’ interactions improved significantly. No differences were found in the untrained task, suggesting that the learnt skills did not generalize. Anecdotal findings suggest that some carry-over into a similar situation had occurred and that trained skills were maintained. The smiLE therapy approach is effective in providing deaf children with the communication skills and confidence to interact with English speakers in targeted situations. The lack of generalization of these skills to similar situations may be overcome by a longer therapy programme that specifically promote these skills across different situations.
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Keyword:
P Philology. Linguistics
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URL: http://clt.sagepub.com/
https://openaccess.city.ac.uk/id/eprint/2220/
https://openaccess.city.ac.uk/id/eprint/2220/1/Developing%20Communication%20Skills%20in%20Deaf%20Primary%20School%20Pupils.pdf
https://doi.org/10.1177/0265659010381695
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| 15 |
"Like déjà vu all over again": Patterns of perseveration in two people with jargon aphasia
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Delivering the Lee Silverman Voice Treatment (LSVT) by web camera: a feasibility study
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| 17 |
Children with phonological problems: a survey of clinical practice
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| 18 |
The efficacy of speech intervention using electopalatography with an 18 year old deaf client: A single case study
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| 20 |
Processing proper nouns in aphasia: Evidence from assessment and therapy
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In: Aphasiology , 18 (10) pp. 917-935. (2004) (2004)
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