Reprints
The following articles are reprinted FREE from back issues of Speech & Language Therapy in Practice magazine. We hope you find them useful.
I believe in miracles... (Winter 2006)
When you wake up tomorrow to life in Utopia, with the problems you face as a speech and language therapist solved, what will be different? And what ideas will that give you for changing and coping today? Editor Avril Nicoll hears practical suggestions from resourceful therapists. Reprinted here to coincide with Avril's Solutions in Education conference report.
Interactive whiteboards: the long and the short of it (Winter 2006)
In describing their use of interactive whiteboard technology and software as a tool for teaching adjectives, Leona Cook and Kerry Trim demonstrate how strong collaboration, a focus on effectiveness and excellent technical support have helped ensure their language provision is Evergreen.
Listen and learn (Autumn 2006)
Initially sceptical about the value of music-based listening tools in helping children with auditory processing difficulties, Donna McCollum was sufficiently impressed by her training in 'The Listening Program' to try it out with a 7 year old boy with a diagnosis of autism.
Phonology: Never too soon to start (Summer 2006)
Heather Saunders explains why she believes the new edition of the Nuffield Dyspraxia Programme was key to improvement made by Caelan, a preschool child with autism and verbal dyspraxia.
Applying project management skills (Spring 2006)
Satty Boyes and her management consultant husband James explain how applying project management skills to speech and language therapy projects can enhance personal development and everyday practice and ultimately lead to better outcomes.
How I provide a service for young people with Asperger Syndrome (Winter 2005)
Is your service for young people with social communication difficulties driven by need, evidence and vision, or stagnated by historical factors and other priorities?
(1) Caroline Baber, Ann Clemence, Karen Ford and Ruth Watson discuss a package of care which has benefited their department as well as young clients and their families.
(2) Jane Baker's vision of a community-based, parent-run specialist facility for young people with Asperger Syndrome and their families - the 4 Us model - has become a reality.
Signing up to inclusion (Autumn 2005)
Do we give enough time and attention to training clients' peers to support their communication strategies? Following her experience with a preschool child called Sophie, Anna Westaway suggests this is not only desirable but should be integral to our early years' intervention strategies.
My Top Resources - Guides to change (Spring 2005)
In addition to personal therapy and career counselling, voice specialist and psychotherapist Jayne Comins has found ten guides particularly helpful in bringing about short- and long-term changes to her professional and personal life.
Personalised place mats (Winter 2004)
Angela Crocker outlines a simple and effective way of summarising the information that can help adults with learning disabilities to positive, safe and successful mealtimes.
My Top Resources - How to stay organised (Autumn 2004)
Speech and language therapist and psychotherapist Jayne Comins is also trained as an occupational and organisational psychologist. She finds a clear desk helps her to think clearly, and likes to know that she can quickly put her hands on information when she needs it.
A bump start (Autumn 2004)
Recognising that disadvantaged groups need support to lay the foundations of communication, speech and language therapist Sasha Bemrose and midwife Lynn Lynch join forces with a cartoonist to develop an antenatal pack, appropriately titled 'Your Bump and Beyond'.
Turning up or turning off? (Summer 2004)
Non-attendance is frustrating and wasteful. Working with a community clinic service, Sure Start speech and language therapist Tom Morris identifies why it is so common and what can be done to address it.
Functional communication: the impact of PECS (Autumn 2003)
The Picture Exchange Communication System (PECS) aims to teach individual users to initiate communication. Sarah Heneker and Lisa MacLaren Page investigate the effectiveness of introducing the approach to whole classes within a school.
Prime and Predigest (Spring 2003)
It is a truth universally acknowledged that a speech and language therapist in possession of a good idea must be in want of a publisher, as Jane Austen might have said. Editor Avril Nicoll suggests that getting your work on paper requires the single-mindedness of a Mrs Bennet, the determination of a Mr Darcy and preferably the liveliness of a Lizzy - but thankfully not the skill of the Pride and Prejudice author.
Imprints of the mind (Winter 2001)
Early in 2001, six service users with aphasia teamed up with two speech and language therapists, an artist and an illustrator. Editor Avril Nicoll meets four of the participants in the 'Expression' project to hear their stories about life, change, services, aphasia - and speech and language therapy.
New opportunities (Autumn 2001)
Part of 'How I manage dementia'. Training nurses to use a dysphagia screening tool allowed Mary Heritage to focus on true dysphagia and specific communication needs of older adults in her mental health trust.
Turning on the spotlight (Summer 2001)
A multisensory approach to language intervention applicable to children and adults, the Spotlights on Language Communication System was developed by Carole Kaldor. Here, Janet Tanner and Pat Robinson join Carole to highlight its benefits and applications.
A first class team (Spring 2001)
To make a real difference, speech and language therapy has to be provided to the right people, at the right time, in the right way and in sufficient quantity. Rosalind Owen and colleagues find a team consensus on intervention for phonological delay.
Big issues (Spring 2001)
As part of 'How I manage adults with mild-moderate learning disabilities', Alison Matthews explains how speech and language therapists and creative arts therapists can facilitate a shift in service culture towards consultation and person centred planning.
Dementia care: insights, practicalities and change (Autumn 1999)
Speech and language therapists are increasingly involved in the management of people with dementia, often through their carers. But what do the carers think of what we have to say? Colin Barnes investigates.
Whose needs come first? (Summer 1999)
The variable use of objects of reference with children and adults with severe and profound learning disabilities raises many questions. Advisory teacher Keith Park challenges us to address issues of individualisation, theory and practice, multidisciplinary collaboration and working with parents.
Muscle specificity: strength, endurance and functional improvement (Autumn 1998)
Tongue and lip exercises are frequently recommended for clients with dysarthria and dysphagia but can be of limited functional value. Speech and language therapist Judi Hibberd and chartered physiotherapist Claire Jinks argue therapists can maximise success by adopting the principle of specificity.
Talking Mats: Speech and language research in practice (Autumn 1998)
Even experienced communication aid users can struggle to express complex views. Joan Murphy describes the impact a low tech tool developed to address this has had on the lives of people with severe communication difficulties.
Carer communication - making the change (Summer 1998)
Using a single case study and a combination of general and direct teaching strategies, Lesley Brown demonstrates how the communication of carers can be changed to improve a client's challenging behaviour.
Adult Learning Disability: From quantity to quality (Spring 1998)
In 'How I manage my caseload', Teresa Catcheside and Jill Eddlestone explain how their team is working towards providing a more flexible service.
Activating Potential for Communication (Winter 1997)
Lois Brown, Pauline Dunsmuir, Julie Loudon and Rhona Montgomery outline the implementation and benefits of Sonas apc, a packaged programme for confused, disorientated and socially deprived elderly people.
Video - a reflective tool (Autumn 1997)
Continual self-analysis ensures we all practise what we preach. Keena Cummins and Sarah Hulme focus on the strengths of video playback as a reflective tool in the therapy process and for ongoing professional development.
