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Better Communication Research Programme

Research team. Core TeamProf Geoff Lindsay1, Prof Julie Dockrell2, Prof James Law3, Prof Sue Roulstone4withProf Anna Vignoles2, Prof Jenni Beecham5, Dr Steve Strand1, Prof Tony Charman2 1CEDAR, University of Warwick, 2 Psychology and Human Development, Institute of Education, London, 3Universit

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Better Communication Research Programme

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    1. Better Communication Research Programme Geoff Lindsay Centre for Educational Development, Appraisal and Research (CEDAR) NAPLIC 2.4.2011

    2. Research team Core Team Prof Geoff Lindsay1, Prof Julie Dockrell2, Prof James Law3, Prof Sue Roulstone4 with Prof Anna Vignoles2, Prof Jenni Beecham5, Dr Steve Strand1, Prof Tony Charman2 1CEDAR, University of Warwick, 2 Psychology and Human Development, Institute of Education, London, 3University of Newcastle (from 1.1.2010) 4University of the West of England, Bristol, 5London School of Economics 2

    3. BCRP – programme overview 2009-2012 10 projects Engagement with the field throughout Outcomes Useful evidence for the field including commissioners 1st Interim Report December 2010 3

    4. aims Understanding the cost-effectiveness of different interventions used to support children and young people with SLCN and the factors that influence their efficiency including: locational issues (e.g. special school, integrated resource, mainstream); pedagogic issues (e.g. specific programmes for specific needs); organisational issues (e.g. nature and deployment of support services, use of data informed developments); and employer base interaction issues (e.g. use of consultancy model vs direct teaching/therapy). Identifying good practice and developing recommendations that can be incorporated into guidance, future policy & commissioning frameworks to improve services for children and young people with SLCN. Encompassing interventions made for all children and young people with SLCN including those with a full range of different primary needs (such as a specific language impairment, autistic spectrum disorder, hearing impairment or physical difficulty) and in a full range of different circumstances (including those in contact with the youth justice system). 4

    5. The projects Effectiveness of interventions Literature review: James Law3 and Biao Zeng3 Practitioners’ use of interventions: Sue Roulstone4, Geoff Lindsay1, Yvonne Wren4, Ioanna Bakapoulou1  Academic progress of pupils with SLCN: Anna Vignoles2, Elena Meschi2  Economic work stream James Law3, Jenni Beecham5 and Biao Zeng3  Prospective longitudinal study of children with specific language impairment or autistic spectrum disorder Julie Dockrell2, Geoff Lindsay1, Tony Charman2, Jessie Ricketts1, Olympia Palikara2 and Lindy Peacey1. Preferred Outcomes Sue Roulstone4, Jane Coad4, Helen Hambly4, Anne Ayre4 Communication friendly environments Julie Dockrell, James Law, Ioanna Bakapoulou, Sarah Spencer 5

    6.   Communication supporting environments Julie Dockrell, James Law, Ioanna Bakapoulou, Sarah Spencer Language and literacy Maggie Snowling, Charles Hulme (York)  Behaviour and language Julie Dockrell2, Gillie Baird (Guys), Vicky Joffe (City). Stammering Rosemary Hayhoe, Sue Roulstone4 6

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