Speech and language therapists are under ever-increasing pressure to
demonstrate the value of their work, both in terms of cost to the pur
chaser and benefit to the client. The work of these therapists in school
settings differs significantly from their work in health-care settings, not
least because of strong philosophical and organizational differences
between health and education. This paper argues that the methods
developed within the field of educational research are amongst the most
productive in the investigation of effectiveness. It provides details of a
multidimensional model which could be applied in educational settings.
Get full access to this article
View all access options for this article.
References
1.
Afasic1993: Alone and anxious: parents' experience of the services offered to children with speech and language impairment. London ; AFASIC.
2.
Ainscow, M.1995: Education for all: making it happen. Support for Learning.
3.
Banathy, B.H.1992: A systems view of education: concepts and principles for effective practice. Englewood Cliffs, NJ: Prentice Hall.
4.
Byng, S.1995; The efficacy of aphasia therapy. Paper presented at the RCSLT Jubilee Conference, York.
5.
College of Speech and Language Therapists.1992: Communicating quality: professional standards for speech and language therapists. London: CSLT.
6.
— 1993: Audit: a manual for speech and language therapistsLondon: CSLT.
7.
Davies, P. and van der Gaag, A.1993: The use and value of speech therapy assistants: summary and conclusions. CSLT Bulletin494, 4-6.
8.
Department for Education.1994: Code of practice on the identification and assessment of special education needs. London: Department for Education .
9.
Department of Health.1989: Working for patients. London: H.M.S.O. — 1992: The health of the nation. London: H.M.S.O.
10.
Dewart, H. and Summers, S.1989: The pragmatics profile. Windsor: NFER-Nelson.
11.
Dobson, S.1994: Special school audit. CSLTBulletin508, 12-13.
12.
Drummond, M.J. and Nutbrown, C.1992: Observing and assessing young children. In Pugh, G., editor, Contemporary issues in the early years, London: Chapman.
13.
Fahey, T., Griffiths, S. and Peters, T.1995: Evidence based purchasing: understanding results of clinical trials and systematic reviews. British Medical Journal311, 1056-1060.
14.
Gordon, M. and Lockhart, M.1995: Efficacy for speech and language therapy for dysphonia . Paper presented at the RCSLT Jubilee Conference , York.
15.
Hughes, J. and Humphrey, L.1990: Medical audit in general practice. London: Kings Fund.
16.
Jones, J., Turner, J. and Heard, A.1992: Making communication a priority. CSLTBulletin478, 6-7.
17.
Kogan, M.1994: Clinical audit in the therapeutic professions. London: H.M.S.O.
18.
Law, J.1995: Efficacy of speech and language therapy with children . Paper presented at the RCSLT Jubilee Conference , York.
19.
Luscombe, M. and Shaw, L.1995: Developing an effective school based service for children attending mainstream schools. Paper presented at the RCSLT Jubilee Conference, York.
20.
Locke, A.1988: Living language. Windsor: NFER-Nelson.
21.
McCartney, E.1993: The educational implications for a child or young person with a speech and language disorder. Keynote Address to AFASIC society conference.
22.
MacKay, G., McCartney, E., McCool, S. and Cheseldine, S.1993: Goal attainment scaling: a technique for evaluating conductive education. British Journal of Special Education20, 143-147.
23.
— 1995: Our little system has its day: a proposal for design in evaluations. In Stark, R. and Roger, A., editors, Proceedings of the Scottish Educational Research Association, University of Strathclyde: Scottish Educational Research Association .
24.
Miller, C.1991: The needs of teachers of children with speech and language disorders. Child Language Teaching and Therapy7, 179-191.
25.
Miller, C. and Wright, J.1995: Teachers of pupils with speech and language difficulties: outcomes of specialist courses. Child Language, Teaching and Therapy11, 308-318.
26.
Redfern, S. and Norman, I.1990: Measuring the quality of nursing care: a consideration of different approaches. Journal of Advanced Nursing15, 1260-1271.
27.
Rinaldi, W.1992: The Social use of Language Programme: enhancing the social communication of children and teenagers with special educational needs. Windsor: NFER-Nelson.
28.
Shaw, C.1986: Introducing quality assurance. London : King's Fund.
29.
SiLas1993: Speech and language audit software. Glasgow: Mosaic .
30.
Scottish Office Education Department. 1993: Support for learning: special educational needs within the five to fourteen curriculum. Scottish Consultative Council on the Curriculum.
31.
Stackhouse, J. and Miller, C.1990: The nature of speech and language problems in children. (Distance learning course for teachers of children with speech and language difficulties). Birmingham, UK: University of Birmingham .
32.
van der Gaag, A.1995: Efficacy of speech and language therapy services for people with learning disabilities. Paper presented at the RCSLT Jubilee Conference, York.
33.
Wright, J.1992: Collaboration between teachers and speech therapists with language impaired children. In Fletcher, P. and Hall, D., editors, Specific speech and language disorders in children. London : Whurr.
34.
Wright, J. and Kernser, M. , editors, 1990: Working together for children with communication problems. Proceedings of a Study Day at National Hospitals College of Speech Sciences, London.
