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Creating a novel approach to discourse treatment through coproduction with people with aphasia and speech and language therapists
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Creating a theoretical framework to underpin discourse assessment and intervention in aphasia
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A systematic review of language and communication intervention research delivered in groups to older adults living in care homes
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The interplay between early social interaction, language and executive function development in deaf and hearing infants
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Creating a novel approach to discourse treatment through coproduction with people with aphasia and speech and language therapists
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In: Research outputs 2014 to 2021 (2021)
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Treatment for improving discourse in aphasia: a systematic review and synthesis of the evidence base
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Expressive vocabulary predicts non-verbal executive function: a 2-year longitudinal study of deaf and hearing children
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Language, literacy and cognitive skills of young adults with Developmental Language Disorder (DLD)
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UK speech and language therapists’ views and reported practices of discourse analysis in aphasia rehabilitation
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The Speech Language and Communication Needs of Rough Sleepers in London
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Childhood autism in the UK and Greece: a cross-national study of progress in different intervention contexts
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Education and employment outcomes of young adults with a history of developmental language disorder
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Do emotional difficulties and peer problems hew together from childhood to adolescence? The case of children with a history of developmental language disorder (DLD)
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Non-verbal executive function is mediated by language: A study of deaf and hearing children
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Abstract:
Studies have suggested that language and Executive Function (EF) are strongly associated. Indeed, the two are difficult to separate, and it is particularly difficult to determine whether one skill is more dependent on the other. Deafness provides a unique opportunity to disentangle these skills because in this case, language difficulties have a sensory not cognitive basis. In this study, deaf (n=108) and hearing (n=125) children (age 8yrs) were assessed on language and a wide range of non-verbal EF tasks. Deaf children performed significantly less well on EF tasks, even controlling for nonverbal intelligence and speed of processing. Language mediated EF skill, but the reverse pattern was not evident. Findings suggest that language is key to EF performance rather than vice-versa
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Keyword:
P Philology. Linguistics
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URL: https://openaccess.city.ac.uk/id/eprint/15000/11/Botting_et_al-2017-Child_Development.pdf https://doi.org/10.1111/cdev.12659 https://openaccess.city.ac.uk/id/eprint/15000/
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Semantic fluency in deaf children who use spoken and signed language, in comparison to hearing peers
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Sleep behaviour relates to language skills in children with and without communication disorders
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Prosociality from Early Adolescence to Young Adulthood: A Longitudinal Study of Individuals with a History of Language Impairment
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Social Confidence in Early Adulthood among Young People with and without a History of Language Impairment
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Developmental course of conversational behaviour of children with 22q11.2 deletion syndrome and Williams syndrome
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