CELEBRATING 70 YEARS

THE OFFICIAL MAGAZINE OF THE ROYAL COLLEGE OF SPEECH & LANGUAGE THERAPISTS 1945-2015

July 2015 | www.rcslt.org Making the case for speech and language therapy ¬ Improving the speech intelligibility of children with cerebral palsy ¬ How to engage with people on the receiving end of therapy

SLI and deaf children: Issues of additional speech and language diffi culties in deaf children

July15 001_Cover.indd 1 18/06/2015 10:25 Introducing our Softer Foods range. Helping people with dysphagia feel good about food again.

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BUL.07.15.002.indd Sec1:28 15/06/2015 17:25 Contents ISSUE 759

39 4 Letters 24 5 News 11 Opinion: How to engage with people on the receiving end of therapy 12 Lorna Gravenstede and Katherine Clements: Specifi c language impairment and deaf children 16 Vicky Romilly, Sarah Harvey, Heidi Keeling: Helping individuals with autism spectrum conditions in the criminal justice system 9 18 Sally Chan: AAC developments 19 Reviews 20 Ask the experts: Improving the speech intelligibility of children with cerebral palsy who have dysarthria 22 The Research and Development Forum 11 24 In the Journals 12 26 Robin Matheou: Making the case for speech and language therapy 29 Peter Just: Post-election fever 26 30 Clinical Excellence Networks 31 Obituaries 32 Your speech and language therapy job adverts 39 My Working Life: Mia Travlos CONTACTS

ROYAL COLLEGE OF SPEECH AND EDITORIAL BOARD EDITORIAL Tel: 020 7324 2735 LANGUAGE THERAPISTS President: Sir George Cox Senior life vice Editor: Steven Harulow Email: beth.fi fi [email protected] 2 White Hart Yard, London SE1 1NX president: Sir Sigmund Sternberg Vice Deputy editor: Raquel Baetz PUBLISHER Tel: 020 7378 1200 presidents: Simon Hughes, Baroness Jay, Contributing editors: Digna Bankovska, Jason Grant Email: [email protected] John Bercow MP Chair: Maria Luscombe Sarah Matthews PRODUCTION Website: www.rcslt.org Deputy chair: Morag Dorward Art editor: Karen Warren Aysha Miah ISSN: 1466-173X Honorary treasurer: Lorna Bailey Art director: Mark Parry PRINTING Professional director: Kamini Gadhok MBE Senior picture editor: Claire Echavarry Precision Colour Printing

ADVERTISING DISCLAIMER Sales manager: Ben Nelmes ©2015 Bulletin is the monthly magazine of the Royal Tel: 020 7880 6244 College of Speech and Language Therapists. The Email: [email protected] views expressed in the Bulletin are not necessarily PUBLISHERS Recruitment Sales: Giorgio Romano the views of the College. Publication does not imply Redactive Publishing Ltd Tel: 0207 880 7556 endorsement. Publication of advertisements in the COVER ILLUSTRATION 17 Britton Street, London EC1M 5TP Email: [email protected] Bulletin is not an endorsement of the advertiser or Valero Doval 020 7880 6200www.redactive.co.uk Display Sales: Beth Fifi eld of the products and services.

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July15 003_Contents.indd 3 18/06/2015 10:25 Bulletin thrives on your letters and emails. Write to the editor, MY RCSLT, 2 White Hart Yard, London Steven WORKING SE1 1NX email: [email protected] Please include your postal address and LETTERSLIFE telephone number. Letters may be edited Harulow for publication (250 words maximum) EDITORIAL

Digital rights Making more Kathryn Cann is correct in saying that communication support through digital technology is a basic human right (‘Communication in a digital world’, Bulletin, June 2015, p11). We new friends need, through the RCSLT, to demand that this is made available, not only in hospitals, but in every type of ‘care home’. Reports have suggested that this is seen as a luxury in hen the new MPs gathered on 27 May to hear some homes or as ‘too demanding’ for residents. Th e serious the Queen’s Speech they would have found a issues of exclusion and the potential for reduction in abuse go personal letter addressed to them from RCSLT unrecognised by many administrators. W CEO Kamini Gadhok MBE. Th is congratulated A concerted campaign is necessary and now is an ideal them on their election success and contained a leafl et providing moment to begin. I am not in a position to take the lead, but top voice care tips from expert SLTs Myra Lockhart and Dr please keep me posted, as there is more to say. Stephanie Martin. “Following these simple tips and techniques Rae Smith (retired RCSLT member) will allow you to be the voice of your constituency without losing yours,” was the key message. Th e leafl et also drew attention to the fact that all MPs have Shout about WiFi constituents who need speech and language therapy at some point I’d like to thank Kathy Cann and Bulletin (‘Communication in a in their lives, and introduced the vital work of SLTs to a new and digital world’, June 2015, p11) for highlighting a really important potentially infl uential audience. issue. In May 2011, a report was submitted to the UN Human On page 29 of this issue of Bulletin, RCSLT Public Aff airs Adviser Rights Council making recommendations to ensure access to the Peter Just looks at the RCSLT’s political infl uencing activities in internet for all. In August 2012, the Internet Society surveyed more detail and reminds us that local heroes enable RCSLT offi cers 20 countries and found 83% of internet users felt access to the to be the national champions for the profession. On page 26, internet should be a basic human right. RCSLT PR Manager Robin Matheou asks for your assistance to help Despite this, many NHS hospitals either fail to off er WiFi us make a convincing case for speech and language therapy. or charge excessive amounts for daily access. People with We are looking for stories from across the UK to demonstrate communication disabilities are amongst the most vulnerable in the value and impact of speech and language therapy. As Robin society and by denying them access to online tools to support says, these stories may just seem like part of your everyday communication and therapy NHS organisations are contributing work, but they are all examples of the essential role you play towards even deeper exclusion, and preventing the many in transforming the lives of people with communication and potential benefi ts of the internet, which Kathy highlights. swallowing diffi culties. So yes, let’s shout louder about this. A quick Google suggest that many hospitals do off er free WiFi. If yours does and your Steven Harulow patients have benefi ted, please share the information and give us Bulletin editor evidence to support campaigning towards those who don’t. [email protected] Fiona Menger, Stroke Association Junior Research Fellow, @rcslt_bulletin Department of Education, Communication, and Language Sciences, Newcastle University Your RCSLT Leanne Argyle Triage survey Across North Wales we are reviewing how, why and what we do I am an independent SLT, working to triage our adult clients with acquired speech, swallowing and for Eg (Training) Ltd. I work with voice diffi culties. both adults and children with We are really interested in fi nding out from our colleagues learning disabilities and a range of up and down the UK (and further afi eld) a bit more about your complex additional needs, including triage processes. With this in mind, we would be really grateful if mental health and dysphagia. people could take three minutes out of their day to complete our I also work in a wide range of quick survey: https://www.surveymonkey.com/s/T28B58K. We settings. Due to the nature of my promise to share our fi ndings with regards to trends, challenges varied caseload, the Bulletin is so and best practice with our colleagues. Th ank you/Diolch yn fawr. important in helping me to keep up Helen Patterson, Th erapydd laith a Lleferydd/SLT, Bwrdd Iechyd to date with new research and resources. The links provided Prifysgol/Betsi Cadwaladr University Health Board for further information after most articles are so useful. The Bulletin is also a great means of fi nding new training courses FOLLOW THE RCSLT ON AND and clinical excellence networks. VISIT: WWW.RCSLT.ORG AND FOLLOW THE LINKS

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July15 004_Editorial.indd 4 16/06/2015 17:56 QUICK LOOK DATES » 07;07 30;09 07;10

Second online CQ Live HCPC renewals RCSLT Study Day workshop begins period ends and AGM, University News of Warwick

HCPC audit starting July 2015 Th e Health and Care Professions Council (HCPC) will begin its next audit of SLTs in July 2015. Organised to take place along with the renewal of your biennial HCPC registration, the audit will examine Flying start for early your continuing professional development (CPD) since your last registration period in 2013. Th e HCPC will examine a sample language development of SLTs during the renewal process to check registrants are meeting Th e Welsh Government launched new bilingual Th e launch is in conjunction with guidance its CPD standards. Th e HCPC will resources in May to improve the speech, for Flying Start practitioners on identifying send out renewal notices and language and communication skills of young the speech and language needs of children, notifi cation of audit selection at the children benefi tting from Flying Start – the and the various types of support they can off er beginning of July. Th e deadline for government’s fl agship early years programme. youngsters and their families. both will be the end of September. Launched by Communities Minister Lesley Dr Alison Stroud, head of the RCSLT Wales Th e HCPC will ask those it Griffi ths, the resources will ensure children get offi ce said, “Th e RCSLT welcomes the speech, selects for audit to complete a essential early language development support. language and communication guidance and profi le that summarises their CPD Parents and staff will receive a range of resources ‘Learning to Talk’ resources for staff and parents activities from 1 October 2013 to 30 to promote ways of encouraging early language in the Flying Start programme. September 2015. You can use the development, including a ‘Learning to Talk’ “Th is is a major step forward in terms of information you recorded in your pack for parents; a speech and language improving early language provision for our online RCSLT CPD diary to put into

SHUTTERSTOCK development wheel containing a guide from youngest and most disadvantaged children. your profi le. birth to fi ve years for Flying We are delighted RCSLT members were For more information on HCPC Start health visitors; able to work so closely with the Welsh standards, how to fi ll in your CPD and stages of speech Government to ensure the current best profi le and guidance notes for NEWS and language evidence is embedded in the guidance and writing the profi le, visit: www. IN BRIEF development posters. resources.” hpc-uk.org/registrants/cpd

Sad news has reached us The Healthy Child Membership cards: The latest RCSLT Webinar, that retired RCSLT member programme 0-18 is an ‘award- Unfortunately, due to an error at ‘Giving Voice – local heroes Avril Jennings died in May 2015 winning’ suite of e-learning the printers over which we had make national champions’, will after a short illness. Her funeral materials for healthcare no control, some of the 2015- take place on 10 July 2015, 1pm took place at St Mary’s Church, professionals covering health 2016 RCSLT membership cards –1.45pm. Chaired by RCSLT Alderley Edge, Cheshire on promotion and common child contain two typographical errors Director of Policy and Public 5 June. In recent times, Avril health issues. The materials on the reverse. We accept that Aff airs Derek Munn, participants was an active member of the are free to those employed the standard of the membership will learn what the RCSLT has RCSLT Retirement Network and by the NHS in the UK. Three card is not as high as it should be done and is doing to infl uence at was editor of the Retirement programmes focus on promoting and will work to make sure it is the UK level, and why infl uencing Newsletter. Avril’s obituary will health during pregnancy and the better next year. nationally and locally is feature in a forthcoming issue of fi rst fi ve years of life, promoting important. Register online today. the Bulletin. the health of children aged 5-12 ◉ Visit: http://tinyurl.com/ and promoting the health of mvt6skx young people aged 12-18. ◉ Visit: http://tinyurl.com/ nqz9ezz

July 2015 | www.rcslt.org Bulletin 5

July15 005_News.indd 5 16/06/2015 17:56 TWEET MEDWAY SLT @MedwaySLT Tantalisingly Lame @elainehirst50 TALK » I'm liking my new @RCSLT membership @EdwynCollins @EdwynFilm Great card - nice to have the old logo back :) to see you mentioned in The Royal @WeAHPs College of Speech and Language News Therapists @RCSLT Bulletin!!!

rehabilitation, self-management and independent living. It Scottish Parliament highlighted the needs of the 250,000 people in Scotland with communication disability talks about SLTs and the support SLTs provide to enable people to communicate to the best of their ability, Debate focuses on AHP contribution to active and by mainstreaming ‘Inclusive independent living and announces refresh of Scotland’s Communication’ approaches throughout services. AHP National Delivery Plan Th e RCSLT briefi ng highlighted the preventative Th e role of allied health work SLTs carry out with professionals (AHPs) in enabling people with dysphagia and the active and independent living subsequent reduction in early was the topic of a Scottish deaths and hospital admissions. Parliament Debate on 19 May. Th e debate acknowledged the Announcing a refresh of early intervention work of SLTs Scotland’s AHP National with children and young people Delivery Plan, along with £3 from hard to reach communities million of new money, Scottish and the positive aff ect this has Minister for Public Health on health and wellbeing. Maureen Watt MSP led the Th e RCSLT has asked the debate looking at the reality for Scottish Government how AHPs in Scotland. SLTs can engage with the AHP MSPs referred to the RCSLT development funds to support called on the Government to National Delivery Plan refresh. If debate briefi ng, which details the plan and there have been demonstrate leadership and you want to infl uence the adult the positive and less positive cuts to funding available for create the conditions to enable SLT agenda contact Shonagh aspects of AHP provision in national AHP initiatives. AHP services to be everything McEwan, RCSLT Scotland’s new Scotland. For example, although Similarly, NHS boards and they can be – including getting policy offi cer (working with just over half of the 27 actions local authorities have cut AHP directors on integration Kim Hartley). Email: shonagh. of the AHP National Delivery funding for SLT services in joint boards. [email protected] Plan (2012-2015) have been met, the past three years by up to Th e debate drew attention ◉ Watch the debate online:

SHUTTERSTOCK there are no dedicated local 20% in some areas. Th e RCSLT to the role of SLTs in visit: http://tinyurl.com/oll3jhl

RCSLT Web Poll Have your say... Uncovering the person Are you optimistic behind the disability for the future of ‘Understanding Suraj’ is a longitudinal study on fi lm of the speech and language new fi lm illustrating how SLTs effi cacy of Intensive Interaction. therapy following the use Intensive Interaction to Suraj is onscreen throughout, election result? reach a man with profound with voice-overs from his and multiple learning professional care team (including disabilities. Rebecca) and his father, telling Ian Ingram, who produced how Suraj's self-harming is 15 online fi lms to illustrate modifi ed through drumming and the specialisms of Bradford rhythm. Specialist consultants on SLTs in 2011, worked with the fi lm are Rebecca, Specialist Highly-specialist SLT Rebecca SLT Angela Hunter and Graham 88% Leighton on the three-year Firth, Intensive Interaction say No fi lm project to show how project lead at Leeds and York the use of Intensive Partnership NHS Trust. Interaction reaches Suraj Din, aged 34. ◉ The fi lm is available by email from: VISIT: WWW.RCSLT.ORG Ian believes the 45-minute fi lm is the only [email protected]

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July15 006-007_News.indd 6 18/06/2015 10:26 Rochdale ICAN @RochdaleICAN Lauren Nicole Jones @Lauren_SLT Have you seen this? Naplic is now So impressed with the #MDT I work on Facebook. Have a look and like with in Nottingham City #stroke their page. #slpeeps @rcslt http:// unit-so person centred, holistic and fb .me/1UqW9eCb1 forward thinking #SLPeeps #NottsSlts

MARIA LUSCOMBE & KAMINI GADHOK CQ LIVE AND VERY WELL Th e Communicating Quality (CQ) Live project steering group met at the beginning of June to discuss the key themes and issues arising from the feedback we received during April and May. More than 1,300 RCSLT members off ered their views through the fi rst online workshop and local face-to-face meetings. We were delighted with the volume and quality of contributions and would like to thank you all for your involvement. Dementia friends We are using the outputs to develop profession- specifi c standards and resources that help you to deliver better care. We have also used your feedback at the RCSLT to inform our recently submitted, organisational level response to the Health and Care Professions Council's RCSLT staff attended a Dementia insightful, learning more about consultation on its new draft standards. Th e steering Friends information session on 27 what life is like for people with group also discussed options for how we present these May, as part of the Giving Voice for dementia and some of the things we standards online to members. People with Dementia campaign. can do to support them.” On 7 July, we will share our draft standards with Dementia Friends is a national According to RCSLT Offi ce you and launch a second online workshop asking Alzheimer's Society initiative Manager Barbara Parr, “Th e session you to tell us whether that aims to improve people's was an hour well spent and I learnt we got this right understanding of dementia and how dementia is misunderstood in and if we’ve missed its eff ects. Participants learn more many ways. An exercise during the anything. In the “Th e about what it is like to live with workshop captured this perfectly, meantime, we will standards and dementia and how to help create with staff having diff ering views on look at resources that dementia-friendly communities. the capabilities of the same person members have already resources are RCSLT CEO Kamini Gadhok MBE with dementia.” stated they would for you as says, “We were very pleased to ◉ For more information on like from the RCSLT, take part in the Dementia Friends Dementia Friends, visit: https:// identify what we individual information session as part of our www.dementiafriends.org.uk already have available commitment to the Giving Voice for Visit: http://givingvoiceuk.org/ and determine where practitioners” People with Dementia campaign. dementia to fi nd out more about the gaps are. We had Staff found the session very the RCSLT’s dementia campaign intended to launch sooner, but need the extra time to consider fairly the 10,000 contributions we received. RCSLT tells new MPs, We look forward to hearing from as many of you as possible over the next month. Remember, the standards and resources are for you as individual look after your voice practitioners in supporting you to deliver care in the Th e RCSLT used the State Opening have a major eff ect especially if context of being a regulated professional. We aim to of Parliament on 27 May 2015 to speaking is part of your day-to-day provide a 'preview' of CQ Live at the RCSLT annual off er some timely voice advice to life. It can also lead to more severe general meeting and study day at Warwick University novice MPs. Using a direct mailing or longer lasting consequences. on 7 October. campaign, we introduced newly- Following simple tips and techniques You can keep up to date on the latest CQ Live elected MPs to the work of SLTs and will allow you to be the voice of your developments on the RCSLT website: http://tinyurl. the RCSLT, while sharing top voice constituency without losing yours.” com/communicatingquality and we will also be care tips from expert SLTs Myra In addition to the introduction sharing key developments via email, Twitter, the Lockhart and Dr Stephanie Martin to the work of the profession, the Bulletin and our other communication channels. ■ in the run up to the MPs’ maiden leafl et includes the RCSLT’s Five speeches in the House of Commons. Good Communication Standards, Maria Luscombe, RCSLT Chair and Kamini Gadhok, Writing to the MPs, RCSLT CEO statistics and tips on communicating MBE, RCSLT Chief Executive. Kamini Gadhok MBE said, “Losing better with people who have Email: [email protected] your voice, even temporarily, can communication diffi culties.

July 2015 | www.rcslt.org Bulletin 7

July15 006-007_News.indd 7 18/06/2015 10:26 FAST FACTS » £90 24 new HCPC registration topic areas in the new fee per year from 1 August RCSLT online clinical News 2015 resources area

RCSLT seeks examples Free child language of supplementary research prescribing workshop Th e Economic and Social Research Following publication of the 1999 Crown Council International Centre for Report, the legal framework established Language and Communicative for the prescribing, administration and Development (LuCiD) Centre at the supply of medicines by non-medical University of Manchester is hosting healthcare staff , the healthcare service is a free workshop for SLTs on 14 open to redesign and health professionals can October 2015 on research methods work fl exibly to the benefi t of the patient. Th e and resources for informally Department of Health is once again looking at assessing children’s language. Th e the benefi ts and risks of extending non-medical Th e RCSLT is seeking examples from practice workshop will draw upon research prescribing to professions such as speech and where the ability to administer medications methodologies used routinely in language therapy. using PSD/PGD has added value to your child language research. Topics Th e legal options for prescribing, supplying work or benefi tted your patients. Th e results will include comprehension and and/or administrating medicines are patient will determine whether we need to develop elicitation techniques, item-based specifi c directions (PSD), patient group a business case. We are also seeking new analyses and how these can help directions (PGD), supplementary prescribing ideas which demonstrate that achieving the gain a better understanding of and independent prescribing. Th is is not permissions to prescribe independently would individual children’s language, and restricted to medicines or topical applications, enable new speech and language therapy-led an introduction to the Child Data for example refl ux medications or topical services to develop to enhance the current, Exchange System. Email: helen. anaesthesia. It also includes prescribed medical or create new or more effi cient or holistic, [email protected] to devices, such as the Th eraBite, where the ability models of care. register. Places allocated on a fi rst to prescribe independently would produce ◉ If you have evidence to submit, please visit: come fi rst served basis.

SHUTTERSTOCK effi ciencies and benefi ts for patients. http://tinyurl.com/ovlkwdh ◉ Visit: http://bit.ly/sltworkshop

RCSLT online resource of the month School struggle for children with hearing loss

Children with mild to moderate hearing losses of eff ort than generally realised. Clinical resources area are at risk of failing at school, according to a ■ While hearing technologies are very eff ective for We are creating a new new report commissioned by the National Deaf children and young people with mild/moderate clinical resources area Children’s Society. hearing loss, they may appear not to need them. on the RCSLT website. A Th e report suggests children who are hard of Th is can lead to confusion for them and their dedicated set of webpages hearing struggle with poor classroom acoustics parents and teachers, and possible non-use in for around 24 topic areas, and a lack of understanding from teaching staff . later years. contains information and Conducted by Th e Ear Foundation, the study ■ Teachers often have a poor awareness of mild and resources in an easy-to- surveyed 611 parents and 166 teachers of the Deaf moderate hearing loss and the steps they can take navigate format. Th e fi rst online, and questioned a small number of parents to minimise its impact. two topic areas available in depth about their responses. Th e National Deaf Children’s Society and Th e Ear are dysphagia and Th e report’s key fi ndings include: Foundation are lobbying for more information augmentative and ■ Family adjustments are often required to meet and support for families of children with mild to alternative communication. the needs of the child or young person with mild/ moderate hearing losses and the professionals who ◉ Visit: http://tinyurl.com/ moderate hearing loss. support them. prtrkm8 ■ Children and young people with mild/ ◉ Visit: www.earfoundation.org.uk and www. moderate hearing loss have to use greater levels ndcs.org.uk

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July15 008-009_News.indd 8 16/06/2015 17:57 £15m 10,000+ Derek per year available as convergence contributions to the fi rst CQ Live funding for developing online workshop Munn specialised AAC services COLUMN

THE LONG FIVE YEARS BEGINS As the new fi ve-year Parliament and Government gets into its stride, we are engaging with new and old politicians to position speech and language therapy as strongly as we can. However, we need your help.

PA First, get informed. If you are interested in the RCSLT’s political work and would like to Minister encourages learn more, why not “Our post- join our post-election webinar? It’s called election autism accreditation ‘Local heroes make webinar will Inadequate support for prisoners is piloting the standards and hopes to national champions’ with autism spectrum disorders receive accreditation later this year. and will cover national cover national (ASD) and varied levels of staff Prisons Minister Andrew Selous developments and developments knowledge and understanding of MP is encouraging prisons and local infl uencing. Th e autism led consultant psychiatrist YOIs in England and Wales to apply webinar starts at 1pm and local Dr Alixe Lewis and SLT Kim Turner for NAS autism accreditation (see: on 10 July. You can to meet with Robert Pritchard, the http://tinyurl.com/nv3brxn). sign up at: www.rcslt. infl uencing” National Autistic Society (NAS) lead Hopefully, this will provide the org/news/webinars/ for autism accreditation in 2014. RCSLT with the scope to push for rcslt_webinars Th e Autism Accreditation in more speech and language therapy Second, get them Prisons project developed from services in this area. young. Following the excellent example of colleagues their discussions on creating autism ◉ Visit: http://tinyurl.com/d6hh2x2 in Northern Ireland, we will for a second time be standards for the prison service. to read about the RCSLT’s justice running our Voice Box competition for children to Feltham Young Off ender Institution work. Read the article on pages tell jokes in Parliament and politicians to – well, you (YOI) developed the project 16-17, which discusses SLT input for can supply your own punchline. Th is year, schools in standards specifi cally to help staff individuals with ASD in the criminal Scotland and Wales are welcome to take part along better recognise the needs of and justice system. with those in England. Th e final will take place in the make reasonable adjustments to Speaker’s House in the Houses of Parliament early next support people with autism. Th e YOI Claire Moser, RCSLT Policy Offi cer year. Details are on page 38. Th ird, blow your own trumpet. Th is year’s Giving Voice awards are now open – you can nominate another person or service, or nominate yourself or your own – Videos highlight SLTs’ don’t be shy. If you know of a campaign or infl uencing activity that deserves wider recognition you can fi nd the information you need at: http://givingvoiceuk.org/ role in dementia We’re continuing to build our links with a range of Th e RCSLT has released a series challenges of working in this area. political contacts. Steve Brine, for example, who is of videos as part of our dementia Commenting on the videos, RCSLT married to an SLT and is the MP for Winchester, has campaign to raise awareness of the CEO Kamini Gadhok MBE says, become the Parliamentary Private Secretary to Health communication and swallowing “Dementia is one of the biggest Secretary Jeremy Hunt; we’ve contacted Mr Hunt on needs of people with dementia. health challenges facing the world behalf of all the allied health professions to discuss the Th ere are three main videos in the today. Too few people understand Conservative manifesto commitment to have enough series. Th e fi rst focuses on how to how SLTs help individuals with of all staff , not just nurses and doctors. Recognising the recognise the signs of the condition the condition. new political makeup of the Commons we’ve contacted and when to seek professional help. “We hope these videos will the Scottish National Party health spokesperson and look Th e second looks at the importance raise awareness of our role in the forward to getting to know Neil Coyle, the new MP for of SLTs in helping those living with dementia pathway and demonstrate Bermondsey and Old Southwark, representing White dementia remain independent for that we have a vital place in Hart Yard. ■ longer. Th e third goes into more supporting the care of people with detail about the SLT role, covering dementia.” Derek Munn, RCSLT Director of Policy and Public Aff airs the RCSLT’s dementia position paper, ◉ Visit: http://tinyurl.com/ond5sxy Email: [email protected] the competencies needed and the to watch the videos

July 2015 | www.rcslt.org Bulletin 9

July15 008-009_News.indd 9 18/06/2015 10:26 NEWS News IN BRIEF

Take part in the 2nd CQ Live online Remembering workshop Thank you to all who took part in the fi rst online CQ Live workshop in April, a big step forward in the move to create a successor to Communicating Quality 3. The Roberta Williams CQ Live team is analysing the 10,000+ contributions, made by more than 1,000 RCSLT members during Th e RCSLT has received the sad the workshop. The second CQ Live workshop will run news that Roberta Williams died on from 7 July. During this we invite you to help defi ne 24 May after a short illness. Roberta the indicators and processes needed for SLTs to retired as associate dean at City demonstrate their adherence to the new Health and University London in December Care Professions Council standards. We look forward 2014 and was planning to take up to continuing the conversation. work with the British Stammering ◉ Visit: http://tinyurl.com/communicatingquality Association. According to friend and colleague HCPC registration fee increases Professor Vicky Joff e, “Roberta The Health and Care Professions Council (HCPC) has agreed to proposals to increase the registration made a huge contribution to our renewal fee from £80 to £90 per year, together with school and university over the past increases to other registration fees. According to the 30 years, but more importantly to HCPC, the decision to increase the fees followed an the profession. She must have indepth analysis of the responses to the consultation, trained thousands of SLTs during which closed on 6 May. Subject to parliamentary her time at City and I know many approval, the new registration fee structure will come people will want to know the news into eff ect on 1 August 2015. The new renewal fee will and get in touch.” module information. apply to existing SLT registrants in July 2017. Roberta qualifi ed as an SLT in According to Vicky, “Th e range of ◉ Visit: http://tinyurl.com/pqd2cjt for more 1974. Her area of specialist clinical people who came to her retirement information on the new fees. expertise was dysfl uency and she party from across the university was continued to support clinical work a testament to the impact Roberta Progression tools now available The Communication Trust (TCT) has launched new and teach in this had on her speech, language and communication progression area up until her colleagues and the “People tools for secondary school teachers and support retirement. She high regard and staff to support the communication development of joined the then spoke of her aff ection in which students. Designed by expert SLTs in collaboration City University in she was held. with education staff , the new Progression Tools are 1982, as a lecturer encouragement “People spoke of available to support young people aged 11-12, 13-14 in the department her encouragement and 16-18. In line with the SEND Code of Practice of language and to others and to others and the 2014, the tools help teaching staff to identify if communication the high quality high quality of her students would benefi t from a targeted intervention sciences, and from work. Her or specialist assessment by an SLT. Shona Crichton, TCT professional adviser and expert SLT, who helped 2003-2008 was of her work” enthusiasm and develop the Secondary Progression Tools, says, “While director of Th e great sense of fun these tools do not replace a detailed speech, language Compass Centre, together with an and communication assessment by an SLT that some the onsite clinic amazing eye for young people will need, it will help schools to target within the Department of Language detail and commitment to high- interventions and support more eff ectively.” and Communication Science. She quality education for healthcare ◉ Visit: www.thecommunicationtrust.org.uk/shop became senior lecturer in 2003 and professionals will never be continued to undertake key forgotten.” Supporting clinical placements strategic roles in the department. Writing about Roberta on the A joint venture by the University of Manchester (UoM) In 2009, Roberta became British Stammering Association and Manchester Metropolitan University has led to associate dean for education, Website, CEO Norbert Lieckfeldt the development of a website for SLTs who act as clinical educators, block coordinators and/ quality and the student experience. said, “At her retirement party in or student coordinators for the Manchester higher In this role, she took forward December I said what I fi nd education institutions. Authored by UoM’s Dr Sean projects on curriculum design for remarkable about her is how much Pert, the website contains the latest information delivery as part of a university her love for her work, her fi eld, her on training to become a clinical educator, updating group, the development of school- students shone through in training for current clinical educators, placement types wide innovations on assessment everything she did and said – it was and dates, and a wealth of information to help provide and improved the quality of really quite remarkable and I'd be quality clinical placements. information for students in hard put to think of anyone else to ◉ Visit: www.psych-sci.manchester.ac.uk/sltsp/ respect of their programme and whom this would apply.”

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July15 010_News.indd 10 16/06/2015 17:58 Eve COLUMN Ferguson Alice & Coltman Opinion

Eve Ferguson and Alice Coltman on how to engage 2 students. PASS is a tried and We also asked speakers for with people on the receiving end of therapy tested, innovative peer-assisted pearls of wisdom for the next learning method. Rather than generation of SLTs. directly teaching, leaders support Th e event began with an audio the understanding of lecture recording from Susan in America material. After enjoying taking who has been struggling with part in peer support last year, we muscle tension dysphonia for 10 decided to take on the role of PASS years. Another speaker, Anne, coordinators, allowing us to create attended with her partner. Patient and public new peer learning opportunities. Hearing the impact that Anne’s Patient and public involvement spasmodic dysphonia has on the is a phrase we often hear, but couple provided a holistic view. involvement in practice rarely have the chance to get A student speaker demonstrated involved in. We wanted to hear a the McGuire Technique for bit more about real clients’ views stammering. Attendees also read and experiences, so we planned and discussed a newspaper article an event inviting guest speakers from a man with dysfl uency and to the university. We had no an extract from a woman with a prior experience of event voice disorder. planning, so had no idea how Th e session was a great we would pull it off . success and everyone involved Initially, we used email and enjoyed themselves. Feedback social networking to contact from students and speakers was guest speakers, although fi nding outstanding. Speakers’ take- local social media-based support home messages were, “increase groups for individuals with voice awareness within the profession”, disorders proved impossible. We “improve the diagnosis and extended our plea to international treatment of spasmodic support groups in the hope that dysphonia” and the importance someone from the UK might of “person-centred treatment”. respond. We welcomed all modes Th e organisation of this event of involvement, for example taught us the real importance video or written experiences. of PPI and the great benefi ts A local stammering support of asking clients what they group invited us to attend and want from us. Patient and put us in contact with other public involvement is a vital potential speakers. consideration in service delivery New logistical challenges and service user involvement is ILLUSTRATION Trina Dalziel arose. Many potential speakers now included in Health and Care could not take time off work, fi nd Professions Council standards of e have learned childcare or Manchester was just education and training. Although the importance “If you get the too far away (we had volunteers we have recently graduated, of patient chance to be from as far away as America). we hope this event continues Wand public involved in peer With two speakers confi rmed, and provides future cohorts of involvement (PPI) at the we invited the SLT student body students with valuable insight. University of Manchester, having support or PPI at at Manchester to the event and Our message to student SLTs had visits from guest speakers university or in students attended from all four is that if you get the chance to be with a variety of communication year groups. involved in peer support or PPI at and swallowing disorders, your career, we Th e session aimed to provide university or in your career, we including traumatic brain recommend that an understanding of how it feels recommend that you grab it. Th e injury, dementia, stroke and to be the person on the receiving role for us has been challenging laryngectomy. Th ese experiences you grab it” end of therapy. Speakers prepared and rewarding, and we wouldn’t were often the most interesting speeches that they delivered to hesitate to do it again. ■ and exciting part of our student small groups of students. Clients learning, because it was our introduced themselves, their Eve Ferguson and Alice fi rst chance to meet a potential language therapy course. Last disorder, the impact on their Coltman, recent University future client. semester, peer-assisted study lives and any previous positive of Manchester graduates. Peer support at Manchester sessions (PASS) focused on the and negative experiences of Email: eve.ferguson@hotmail. is a vital part of the speech and fl uency and voice module for Year speech and language therapy. co.uk

July 2015 | www.rcslt.org Bulletin 11

July15 011_Opinion.indd 11 16/06/2015 17:58 FEATURE SLI AND DEAF CHILDREN

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he July-August 2014 International Journal of Language and Communication Disorders discusses issues and controversies regarding specifi c language impairment Specifi c language (SLI). One of these is the validity of the Texclusionary criteria, which for many years has made providing a label for deaf children impairment and with additional language and/or speech diffi culties problematic. Deciding on whether a deaf child has an deaf children additional or ‘disproportionate’ speech and/ or language diffi culty is not straightforward and requires much skill and experience on the part of the SLT. Th e therapist needs to Lorna Gravenstede and have a very good knowledge of what typical Katherine Clements look at speech and language development they can the issue of deaf children expect in any given deaf child, as well as with additional speech and knowledge of the various features of SLI, in language diffi culties order to make a diff erential diagnosis. Table one shows the many factors to consider when deciding what ‘typical’ language development might look like for any ILLUSTRATION BY Valero Doval particular deaf child. Research has looked at SLI in deaf children using British Sign Language (BSL) as their fi rst language (Mason et al, 2010; Woll and Morgan, 2012; Herman et al, 2014; Marshall et al, 2014). We know SLI occurs in roughly 6.4% of children learning BSL Oral deaf children and SLI profi le of two secondary-age children with as a fi rst language, which is a very similar Surprisingly, less is published on deaf severe-profound sensorineural hearing proportion to that of SLI among hearing children who communicate predominately impairment, both of whom had grown children (Mason et al, 2010). Mason et orally and have disproportionate up in households where English was the al (2010) found the characteristics of SLI diffi culties with their speech and/or second spoken language. Th ey show strong in deaf signers were strikingly similar language skills. Clinically, SLTs who work evidence that the two children present to those found for hearing children with with hearing impaired children are very with very diff erent profi les and while mixed strengths and weaknesses across the aware that such children exist. Murphy one has many features in common with diff erent areas of language. and Dodd (2010) compared the language children who have SLI, the other’s profi le was more like that of a child for whom English is a second language. Murphy Table one: Factors aff ecting speech and language and Dodd argue that for some children, language diffi culties are complicated by, rather than caused by, other factors, ■ Level of hearing loss and level of amplifi cation provided by hearing aid(s) or cochlear including hearing impairment and English implant(s) as a second language. Th ey argue for ■ Consistency with which amplifi cation is worn the need to expand the concept of SLI to ■ Age of child include children with other impairments and from diff erent language backgrounds ■ Age at diagnosis and age when hearing aids fi rst ttedfi to provide equity of support services and ■ Other perceptual capabilities, eg frequency and temporal resolution access to the classroom. ■ Quality of language input – mode of communication; language(s) used? Gilbertson and Kamhi (1995) matched ■ Support provided by local professionals and family’s ability to act on this 20 mild-moderately hearing-impaired children with hearing controls who ■ Listening environment had similar receptive vocabulary. Th ey ■ Quality of interaction with caregiver found the performance of half of the deaf ■ Additional diffi culties children was comparable to that of the controls, but that the other half performed ■ Child’s natural aptitude for language learning more poorly on their novel word-learning »

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Case study: Aiden’s story

Early history: Aiden (not his real name) has a profound bilateral sensorineural hearing impairment diagnosed immediately after birth. Th e cause is genetic (Connexin 26). He has an older brother who is also deaf. Aiden met his motor and play milestones at expected ages and did not have any feeding diffi culties.

Aiding: Aiden was fi tted with two hearing aids when he was a few weeks old and wore these consistently. He was fi tted with a cochlear implant at age two and went on to wear this consistently.

Communication mode: Th e fi rst language of Aiden’s family is English, but they had just begun to use some key signs alongside their speech when Aiden was born to help his older brother. He attended a primary school with a specialist unit for hearing impaired children with a total communication philosophy. When he left the unit, he was using spoken English, sometimes backed up with key signs. Aiden moved to a specialist secondary school for the deaf with an oral communication philosophy.

Communication history: Aiden was Surprisingly, less is published on deaf children who communicate predominately orally and have excessively slow to develop his expressive disproportionate diffi culties with their speech and/or language skills spoken language and SLTs who worked with him at primary school raised concerns task and suggest half of their sample had a Wie, 2010). Th e evidence demonstrates regarding this. Shortly after he began language impairment in addition to their that the language profi le of many children secondary school, his mother refl ected hearing impairment. fi tted early on with cochlear implants is she had always felt there was something comparable to that of normally developing wrong with his ability to communicate. Cochlear implants hearing children (eg, Ruffi n et al, 2013; Not only did he struggle with his spoken Hawker et al (2008) compared the Lofkvist et al, 2014). However, for some language skills, but also his use of signs performance of six children who had this is not the case and where no other to support English was not as clear as his received cochlear implants, but who explanation for the child’s diffi culties brother’s. Aiden’s mother felt he sometimes had disproportionate language problems exists, these children present with a struggled to fi nd the sign he needed. Aiden to those of six children with cochlear specifi c additional diffi culty with speech was formally diagnosed with additional implants who were developing more and/or language. language diffi culties after he arrived at typically. Despite equivalent performance secondary school. IQs, the two groups performed very More research required diff erently on a battery of tests used to It is important that more research is Communication profi le at secondary school: diagnose SLI in hearing children. Th ey carried out into deaf children with ■ Receptive language was signifi cantly conclude that the language diffi culties additional speech and language delayed, but relatively stronger than experienced by some children with diffi culties, including the typical profi les expressive skills. cochlear implants are additional to of such children as well as the types of ■ Expressive language skills measured those caused by their deafness and intervention most eff ective for them. as being at the 0.1st percentile on the may refl ect the same, predominantly Ultimately, this should lead to improved formulated sentences sub-test of the inherited basis as SLI. outcomes for these children. ■ CELF-4 (Semel, Wiig Secord, 2013). Within the population of deaf children Aiden had diffi culties with grammar and who are fi tted with cochlear implants, Lorna Gravenstede, Specialist SLT, the made word order errors. Examples of his research shows expected outcomes in Burwood Centre; Katherine Clements, sentences included, “If the boy ran bus terms of speech and language development Specialist SLT, Head of Department, Mary would caught” and “Never cross when the (eg, Niparko et al, 2010; Uhler et al, 2011; Hare School light traffi c change”.

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■ Aiden had a signifi cantly delayed auditory memory skills, his understanding helped him practise multi-syllabic words receptive vocabulary, but a much weaker of grammar and the structure of English. He relevant to the lessons. Although progress expressive vocabulary, indicative of was placed in a language enrichment class remained slow, Aiden’s motivation to word fi nding diffi culties. with other peers who had similar needs. Th is improve his speech and language continued ■ Aiden’s speech sound system contained meant he had access to a teaching assistant throughout secondary school. many errors and yet his aided audiogram (TA) throughout the school day and received One of the most crucial parts of the showed that he had access across the speech support with his homework in the evening. therapy was that of explaining his language spectrum. Errors included some normal He also benefi tted from having speech and disorder. Aiden found having the diagnosis developmental errors, such as reduction of language therapy input each week in two of a relief. He became involved in supporting consonant blends, and errors with vowel his English lessons. Here, the class followed other pupils with additional language sounds (eg, saying ‘bath’ as ‘born’). a programme focusing on the development diffi culties and researched strategies himself ■ Aiden had diffi culty with the production of English word order, sentence structure, to help him with his weak memory skills. of multisyllabic words. Th is seemed to grammar and vocabulary by following a Importantly, Aiden was able to inform be a diffi culty with storage/retrieval language colour coding approach in years others of his strengths and weaknesses, of the sound patterns, because he was 7 and 8. In years 9 and 10, the focus was and had strategies in place to help him able to imitate words he could not primarily on developing inference skills, communicate to the best of his ability in produce accurately and had normal comprehension and exam vocabulary. Aiden daily tasks. diadochokinetic rates. developed his ability to read fl uently by taking part in reading programmes, such Non-verbal skills: Assessment by an as the accelerated reader and peer reading References & resources educational psychologist, using the WISC- programmes, where he would practise IV (Weschler, 2004) showed that Aiden’s reading aloud to staff or 6th form. Dunn LM, Dunn DM. Peabody picture vocabulary test, non-verbal or performance skills were at Aiden had individual therapy twice a 4th edition. Bloomington, MN: Pearson Assessments the 73rd percentile; but his verbal skills week and his TA attended one of these Pearson, 2007. Gilbertson M, Kamhi AG. Novel word learning in children were at the 2nd percentile. Th e educational sessions each week to carry over the targets with hearing impairment. Journal of Speech, Language, psychologist also found Aiden’s auditory in class. Th e TA encouraged Aiden to use the and Hearing Research 1995; 38, 630-642. memory skills were very weak. word retrieval strategies he had learned and Hawker K, et al. Disproportionate language impairment in children using cochlear implants. Ear and Hearing Diagnosis of a language disorder: Aiden was 2008; 29:3, 467-471. diagnosed and aided early, and had a history Herman R, et al. Defi cits in narrative abilities in child British Sign Language users with specifi c language of a high level of good input from teachers impairment. International Journal of Language and of the deaf and SLTs, in addition to a very Communication Disorders 2014; 49:3, 343-535. supportive family. His aided thresholds and Marshall C, et al. Sentence repetition in deaf children speech discrimination skills were good. with specifi c language impairment in British Sign He would therefore be expected to develop Language. Language learning and development, spoken language naturally following the published online 18 June 2014. Mason K, et al. Identifying specifi c language impairment fi tting of his cochlear implant. Th is did not in Deaf children acquiring British Sign Language: happen and he needed a lot of structured Implications for theory and practice. British Journal of input to make the gains that he did. His Developmental Psychology 2010; 28, 33-49. language disorder pervaded both his spoken Murphy J, Dodd B. A diagnostic challenge: Language and written English, and his use of signs. diffi culties and hearing impairment in a secondary- school student from a non-English-speaking background. Child Language Teaching and Therapy Th erapy strategies and progress: Th roughout 2010; 26:3, 207-220. his secondary education, Aiden worked on John K, et al. Spoken language development in children a specially devised, intensive speech and following cochlear implantation. Journal of the language therapy programme with the focus American Medical Association. 2010; 303: 15, 1498-1506. on developing strategies for word fi nding, doi:10.1001/jama.2010.451. Ruffi n CV, et al. Long-term speech and language outcomes in prelingually deaf children, adolescents and young adults who received cochlear implants in childhood. Audiology and Neurotology 2013; 18:5, 289-296. “Aiden was formally diagnosed Semel E, Wiig E, Secord WA. Clinical evaluation of language fundamentals, 4th edition. Pearson 2002. Uhler K, et al. Longitudinal infant speech perception in with additional language young cochlear implant users. Journal of the American Academy of Audiology 2011; 22:3, 129-142. Wie OB. Language development in children after diffi culties after he arrived at receiving bilateral cochlear implants between 5 and 18 months. International Journal of Paediatric Otorhinolaryngology 2010: 74:11, 1258-1266. secondary school” Woll B, Morgan G. Language impairments in the development of sign: Do they reside in a specifi c modality or are they modality-independent defi cits? Bilingualism, Language and Cognition 2012; 15, 75-87.

July 2015 | www.rcslt.org Bulletin 15

July15 012-015_Cover feature v2.indd 15 18/06/2015 10:27 FEATURE AUTISM SPECTRUM CONDITIONS

wareness of the speech, language and communication needs (SLCN) of individuals in the criminal justice system (CJS) is increasing, with initiatives such as the RCSLT’s ‘Th e Box’ training for ACJS (2011). A large proportion of people in the CJS experience developmental diffi culties, including those associated with communication and literacy skills (Browning and Caulfi eld, 2011). Educational and therapeutic courses provided within the CJS aim to increase understanding and ability to reduce risk behaviours; however, SLCN can limit individuals’ abilities to engage in these interventions. Th ey can also aff ect the development of safe and appropriate friendships and working relationships with professionals, and the ability to understand and cope with living in a secure environment. As a group of SLTs with a shared interest in working with adults with autism spectrum conditions (ASC), we established a clinical excellence network (CEN) focusing Incorporating the on issues relating to this population. Th is article highlights how speech and language therapy can contribute to reducing risk in individuals with SLCN in the CJS, focusing communication on those with ASC. We work in diverse clinical settings, varying from community-based clinics perspective to rehabilitation hospitals, secure forensic hospitals and prison services. Our work includes diagnostic assessments, providing advice to staff , writing court reports, Vicky Romilly, Sarah Harvey and Heidi Keeling discuss and designing and providing specifi c SLT input for individuals with autism spectrum communication programmes. Our role is conditions in the criminal justice system like any of our speech and language therapy colleagues – common to our work is our ILLUSTRATION BY Koichi Fujii focus on reducing risk, developing capacity and capability, and social inclusion (East Midlands SLT Services, 2011). Instead, the individual might focus on Health Act, residing in a low secure hospital detail to the detriment of getting the ‘bigger specialising in supporting individuals with Cognitive diff erences in ASC picture’ of a situation (Happe and Frith, ASC. Joe has particular diffi culties with People with ASC process language, 2001). ‘Executive Dysfunctioning’ aff ects considering the perspectives of others. communication and their world diff erently the individual’s ability to plan, organise, His interpretation of their intentions is to those without the condition. We sequence, shift focus, self-monitor and usually negative, giving the impression conceptualise these diff erences in terms control impulses (Attwood, 2008). Th e of paranoia. He has limited assertiveness of the three cognitive theories. ‘Theory impact of these cognitive diff erences on skills, struggling to interpret his own of Mind’ is the ability to attribute mental communication and behaviour is pervasive, emotions and express his feelings and needs states (such as beliefs, desires, intentions) to as seen in our case study. eff ectively. yourself and to others, as a way of making Joe is easily overwhelmed in social sense and predicting behaviour (Tager- Joe’s story situations and fi nds it diffi cult to make Flusberg, 1993). ‘Weak Central Coherence’ Joe (34) has Asperger syndrome and has sense of diff erent social contexts. He tends describes the autistic diffi culty in processing been in secure services for 10 years. He to fi xate on detail in conversations and information in context for meaning. is currently detained under the Mental often interacts in a manner that others

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consider ‘odd’ (he tends to stand at the edges of rooms and speaks quietly and “Communication sits among rapidly). He either avoids interaction or makes jokes (he enjoys puns and wordplay) many other factors when with familiar people, regardless of the context. Joe experiences signifi cant levels of anxiety and is often socially withdrawn, considering risk issues for having few friends and a reduced support network. He is vulnerable to bullying and has experienced victimisation at school and people with autism” in the workplace. Joe often responds in a passive-aggressive manner, bottling up his feelings and then seeking revenge on those he perceives to have harmed him. Th e combination of and their risks. Th e table below shows the References bullying and a tendency to misinterpret specifi c SLT interventions with Joe over a & resources

others’ intentions has exacerbated this. three-year period. Attwood T. The complete guide to Asperger’s His diffi culties in expressing his feelings People lead complex lives and Syndrome (autism spectrum disorder). Jessica Kingsley in an appropriate manner also lead to him communication sits among many other Publishers, 2008. behaving and communicating in ways factors when considering risk issues Browning A, Caulfi eld L. The prevalence and treatment of that are problematic for others. Joe makes for people with autism. However, it is people with Asperger's Syndrome in the criminal justice written threats and false accusations when important in our role as SLTs that we work system. Criminology and Criminal Justice 2011; 11, 165-180. East Midlands SLT Services. Key messages for learning angry. He has damaged property belonging with our multidisciplinary teams to ensure disability service commissioners and providers. April 2011. to others and historically set fi res as a form that both the risks for the person and the Happe F, Frith U. The weak coherence account: of revenge. His lack of support network risks to others incorporate a communication Detail-focused cognitive style in autism spectrum has reduced his opportunities to manage perspective. ■ disorders. Journal of Autism and Developmental his feelings and express himself more Disorders 2006: 36:1, 5-25. appropriately. Vicky Romilly, Sarah Harvey and Haw C, Radley J, Cooke L. Characteristics of male autistic spectrum patients in low security. Are they diff erent from Heidi Keeling, SLTs, Nottinghamshire non-autistic low secure patients? Journal of Intellectual Reducing risks and recidivism NHS Foundation Trust. Disabilities and Off ending Behaviour 2013; 4: 1/2, 24-32. Th e SLCN associated with the cognitive Email: [email protected] Tager-Flusberg H. What language reveals about the diff erences in ASC can impact considerably understanding of minds in children with autism. In S. on risk behaviours. We are not suggesting Th e CEN for Adults with ASC meets with Baron-Cohen, H. Tager-Flusberg, D.J. Cohen (Eds.), Understanding other minds: Perspectives from autism that having ASC excuses off ending diff erent agendas but always with the view . Oxford: Oxford University Press 1993. behaviours; however, it is necessary to to share our understanding and develop Royal College of Speech and Language Therapists. explore the links and consider behaviours the SLT role with adults. Email: Heidi. The Box. What's it like to be inside?' http://tinyurl.com/ from an ASC perspective when aiming to [email protected] for information. q93f249 reduce risks and recidivism. It is our role as SLTs to be instrumental in identifying this potential relationship and support the SLT interventions with Joe over a three-year period* teams we work alongside to consider the communication needs as an integral part ■ Assessment of SLCN, forming basis of communication care plan. Provides strategies to of risk assessment and management. Th e support Joe to communicate as eff ectively as possible. diff erences in processing communication ■ Informal engagement work with Joe in the communal areas – familiarisation, low-level and the world, described as central to activities (eg, Connect 4, word quizzes). autism, can be a therapeutic challenge and ■ Individual SLT sessions focused on developing his understanding of how Joe communicates require psychological interventions that how he is feeling; resulting in a fi ve-point scale he can use to express emotions with staff . are understandable and meaningful to the patient (Haw et al, 2013). ■ Positive Communication Skills Group – awareness and development of underlying communication skills. Speech and language therapists adapt educational and therapeutic risk reduction ■ Individual joint sessions with named nurse to support generalisation of skills from group to interventions to meet the SLCN needs of day-to-day environment. Additional goal of increasing interactions with named nurse and individuals with ASC. We provide ASC increasing confi dence in communicating with Joe. awareness and support training for CJS staff ■ Assertiveness group – small group aimed at increasing understanding and competence in who work with these individuals, to increase communicating assertively, adapted for people with ASC. engagement, relationships, functioning and ■ Paired practical SLT sessions – paired with peer with similar assertiveness goal of seeking wellbeing. We also provide direct speech and support and expressing needs/wants eff ectively – discussing situations from week and language therapy treatment with individuals practising using video feedback for refl ection and skills development. Additional goal of with ASC to support the development of developing supportive relationship with a peer. social communication skills and increase the * An increase in multidisciplinary team ratings of Joe’s communication skills over the course of these interventions shows awareness of the links between their SLCN most change was evident following individual treatment blocks.

July 2015 | www.rcslt.org Bulletin 17

July15 016-017_Feature Harvey.indd 17 18/06/2015 10:28 FEATURE AAC SERVICES

of the recommended communication aid. Th eir remit also includes the maintenance and repair of communication aids.

Local (spoke) services Specialised AAC services rely on eff ective A positive local AAC services to implement the recommendations of these complex assessments. It is imperative there are eff ective and effi cient local AAC services period for AAC to implement the work of the specialised services. It is the responsibility of specialised services to provide support, development and training for local Sally Chan looks at the development of services, and to work collaboratively specialised AAC assessment services to develop a seamless AAC pathway. Liaison between the specialised AAC services and local commissioners (clinical commissioning groups and local n April 2013, augmentative and form until NHS England ratifi es them. authorities) is crucial in establishing alternative communication (AAC) However, specialised AAC services will be that seamless pathway. We anticipate services became specialised measured against them in October 2015. that once the specialised AAC services services within the NHS. A year Th e specifi cations include the criteria for are established, they will work towards later, NHS England made £15 million referral to the specialised AAC services. developing the hub and spoke model, per year available as convergence advocated by the Communication funding for developing specialised Specialised (hub) services Champion’s report ‘Specialised AAC AACI services to ensure identifi ed and Th e 13 services originally identifi ed as Provision: Commissioning National existing services work towards meeting partly meeting the service specifi cations Services’ (Offi ce of the Communication the service specifi cations. submitted business plans to NHS England Champion and Council November, 2011). Specialised AAC services, along with to access the convergence funding in environmental control services and Spring 2014. To ensure coverage in all A positive period prosthetic services, form the Complex areas of England for adults and children, Th is has been a very positive period for Disability Equipment Group within NHS two additional services also have access. AAC – an opportunity to build on the England’s Trauma National Programme Th e 15 specialised services are at diff erent enduring work of many who have been of Care. Seventy clinical reference groups stages of negotiation with their respective able to infl uence decisions at a political (CRGs) provide expert advice to NHS NHS area teams (responsible for the and national level. By raising the profi le of England for the development of specialised commissioning of specialised services AAC through hard work over many years services. Th e CRGs review and develop the within an NHS area). Th is has resulted and reaching out to decision makers, this service specifi cations and clinical access in services being at diff erent stages of additional funding supports and recognises policies, as well as defi ning quality measures transition, compounded by the fact each the value of AAC – no mean task in the and building quality standards. Th e Complex service is starting from a diff erent baseline, current fi nancial climate. ■ Disability Equipment CRG oversees such depending on their historical activity. development for specialised AAC services. Some services have developed a phased Sally Chan, SLT, Chair of the AAC Th e AAC subgroup, consisting of roll out of their service to ensure they Subgroup, RCSLT representative on the specialist clinicians, managers and can meet the needs of all those in their CRG. Email: [email protected] representatives of AAC users, feeds area requiring AAC, once they have a into the CRG to provide advice and full complement of trained staff . Th e For more information about the specialised recommendations. Th e subgroup and specialised services are responsible for AAC assessment service in your area, go specialised AAC services are developing assessing those who meet the criteria for to the Communication Matters website, documents to facilitate understanding a complex assessment, and the provision www.communicationmatters.org.uk of the processes involved in referring an individual to a specialised service. A working party has produced a guidance document for local commissioners “Th is additional funding supports and and AAC services. Th is document and others will be available on the recognises the value of AAC – no mean Communication Matters website (www.communicationmatters.org.uk). task in the current fi nancial climate” Th e existing service specifi cations, also available on the Communication Matters website, will remain in draft

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July15 018-019_Feature Chan_Reviews.indd 18 16/06/2015 18:00 Th is month’s resources reviewed and rated by Reviews Bulletin’s reviewers

BOOK BOOK BOOK Cognitive Speech, SLIP with under 5s communication language and AUTHOR: Liz Elks, Henrietta disorders – 2nd communication McLachlan and Kerry Mullholland Edition pocketbook PUBLISHER: Elklan PRICE: £35 AUTHOR: Michael Kimbarow AUTHOR: Victoria Mason and REVIEWER: Ljupka Lynch, PUBLISHER: Plural Publishing Emela Milne Paediatric SLT, Southbank Child PRICE: £71 PUBLISHER: Teachers' Development Centre, Glasgow REVIEWER: Alice Howard, Pocketbooks RATING BOOK ●●●●○ Advanced Specialist SLT, Royal PRICE: £8.99 Hospital for Neuro-disability REVIEWER: Jo Levett, Th is is a handy resource aimed RATING BOOK ●●●○○ Highly Specialist SLT (HI), primarily at nursery and school Kent Community Health NHS teachers, as well as classroom Th is is a new, expanded edition Foundation Trust; Independent SLT assistants. It contains ready- of the 2011 original with updated RATING BOOK ●●●●○ made activity plans organised research sources. Th e fi rst three by themes (covered in the EYFS chapters each take one of the Th e authors, an SLT and a framework). Th e activities primary cognitive functions teacher, aim this book primarily aim to improve skills, such underlying communication: at mainstream school staff . as listening and attention, attention, memory and It has chapters introducing understanding, talking executive function. Th ey explain SLCN, attention and listening, (including core vocabulary), contemporary theoretical models understanding language, speech, phonological awareness and of these functions alongside using language, vocabulary, social social interaction. Th e activities information about neuroanatomy communication and a whole can be easily embedded into and symptoms of impairment. school approach. the daily nursery/school plan Th ey also suggest assessment tools Th e pocket-sized format, to promote development of and treatment methods. attractive layout and use of communication in all children. Th e second part goes into more cartoon illustrations throughout Although black and white detail about four conditions that make the book easily accessible. pictures necessary for the cause cognitive communication Concepts are explained activities supplement the impairment: right-hemisphere clearly, making it suitable for resource, it encourages brain injury, dementia, mild inexperienced teaching and professionals to use real objects. combat-related brain injury support staff , as well as those Pictures can be photocopied and traumatic brain injury. requiring further information. or printed out from the Th e author explains general Each chapter describes the accompanying disc (in colour). and communication-specifi c presentation of children with Th e disc also contains a very symptoms of these conditions SLCN and the impact in the useful observation form which along with assessment and classroom for those children. Th e can be used by staff to record treatment ideas. Th ese chapters fi nal chapter, ‘A whole school progress and set targets for are pitched at an introductory approach’, gives easy-to-follow individual children. SLTs level and might be better for support strategies. who work in a consulting students or someone new to Teaching colleagues found role in a nursery/school these client groups rather than the book ‘really clear and will also benefi t from experienced SLTs. informative’. Although not aimed this resource. While content is clear and well at SLTs, it would be helpful for organised, some may fi nd it ‘dry’ SLT students and newly-qualifi ed reading. Inclusion of clinical therapists, and would also be a scenarios might have made the useful resource to recommend to information more relatable. SENCos and inclusion managers.

Shop at Amazon.co.uk, via the RCSLT homepage, to buy your essential discounted books. Visit: www.rcslt.org For every purchase you make the RCSLT will receive a percentage of your order from Amazon.

July 2015 | www.rcslt.org Bulletin 19

July15 018-019_Feature Chan_Reviews.indd 19 16/06/2015 18:00 Ask the experts

What interventions can improve the speech intelligibility of children with cerebral palsy who have dysarthria?

experimental designs and group before and after studies. Since the review Lindsay Pennington, Senior Lecturer, Institute of Health and Society there have been a handful of other Postgraduate Research Student Coordinator, Newcastle University studies published, perhaps suggesting a and Helen Cockerill, Evelina London Children’s Hospital, Guy’s and gathering of momentum in this area. St Thomas NHS Foundation Trust Th e interventions with the most evidence are motor learning therapies designed to increase control of respiratory erebral palsy to ask if there are any ‘exercises’ that can eff ort and coordination of breathing (CP) is the be done to improve speech. Th erefore, with phonation to drive a stronger vocal most common we will consider the evidence base for signal. Th e clearer voice that results may neurological interventions in children who have some be perceived as louder with increased disorder of intelligible speech. pitch modulation, may support longer childhood, utterances and enable articulatory aff ecting Research review contrasts to be more easily perceived approximately A review of the research evidence by listeners. Th ese interventions have one in four hundred live births. for interventions to improve the been associated with increases in speech InC addition to the core disorder of intelligibility of children with early intelligibility and improvements in posture and movement, cognitive acquired dysarthria, including children acoustic measures associated with voice and sensory impairments frequently with cerebral palsy (Pennington, Miller quality (Fox and Boliek, 2012; Miller co-exist. Around 35% of people with and Robson, 2009) searched initially for et al, 2013; Pennington et al, 2010; CP have dysarthria impacting on randomised controlled trials and quasi- Pennington et al, 2013) and have been speech intelligibility. A further 20% randomised studies, because they would judged as acceptable by children and are nonverbal. As a key predictor of provide the highest level of evidence for their families. Th ere is also emerging wellbeing and participation in middle the treatment eff ectiveness. evidence of impact on children’s daily childhood and adolescence, the need Th e reviewers searched electronic conversation (Pennington et al, 2013). to establish eff ective, independent databases available in English (Medline, communication is an important area of PsychInfo, EMBASE, CINAHL, ERIC, CP management. DARE, LLBA, Web of Science, Scopus, “Studies of non- Dysarthria aff ects all stages of speech Dissertation Abstracts) and hand- production (respiration, phonation, searched journals that published articles speech exercises resonance and articulation). Features on voice, speech or cerebral palsy. include poor breath support, diffi culties Th ey also used snowballing techniques indicate no of voice onset and control, restricted or to follow references cited in papers unusual pitch and volume modulation, identifi ed in searches; searched abstracts improvement hyper-nasality and imprecise of speech and language therapy and articulation. Augmentative and developmental medicine conferences in or have serious alternative communication (AAC) can UK, US and Australia/New Zealand; and support independent communication contacted known authors for news of methodological and has become a key area of speech and ongoing studies. language therapy intervention. However, Th e review found no randomised flaws” for many families speech remains the trials or controlled group studies primary method of communication of any interventions that aimed to (Cockerill et al, 2014) and it is not improve speech. It did, however, fi nd unusual for families of children with CP lower level evidence from single case

20 Bulletin July 2015 | www.rcslt.org

July15 020-021_Ask the Experts.indd 20 18/06/2015 10:29 COLUMN ASK THE EXPERTS

Questions around dosage (optimal frequency, intensity and duration of therapy), goal-setting, and how best to measure intelligibility and participation outcomes all require further exploration. Moving from traditional areas of oral movements, articulation and speech sounds, to the less familiar (at least in paediatrics) territory of voice therapy and applying principles of motor learning may create discomfort for some SLTs, with an attendant need to manage the expectations of families of children with CP. ■

References & resources ILLUSTRATION BY John-Patrick Thomas Cockerill H, et al. Speech, communication and the Ward and colleagues in Australia have of a pragmatic controlled trial of the use of augmentative communication in young people with cerebral palsy: the SH&PE begun testing the tactile kinaesthetic eff ectiveness of the interventions in population study. Child: Care, Health and motor hierarchy treatment PROMPT clinical practice. Development 2014; 40:2, 149-157. with children who have CP. Th ese small- Fox CM, Boliek CA. Intensive voice treatment scale studies have observed increases Implications (LSVT LOUD) for children with spastic cerebral in movement and perceptual accuracy While speech systems interventions palsy and dysarthria. Journal of Speech, of speech targets and, for some of the as described above have been adopted Language, and Hearing Research 2012; 55:3, 930-945. children, changes in the intelligibility by some SLTs, non-speech oral- Miller N, et al. Changes in voice quality after (Ward, Leitão and Strauss, 2014; Ward, motor exercises, articulation therapy speech-language therapy intervention in older Strauss and Leitão, 2013). and phonological contrast therapies children with cerebral palsy. Folia Phoniatrica et Two studies have addressed continue to be common practice in the Logopaedica 2013; 65:4, 200-207. articulation alone. Nordberg observed UK (Watson and Pennington, 2015). Pennington L, Miller N, Robson S. Speech therapy increases in articulatory accuracy It is not clear whether, in view of the for children with dysarthria acquired before three following electropalatography in fi ve lack of evidence, this is infl uenced years of age. Cochrane Database of Systematic Reviews 2009, 29(4), Art.No.:CD006937. DOI: cases studies (Nordberg, Carlsson and by tradition, carer expectations, the 006910.001002/14651858.CD14006937. Lohmander, 2011) but Marchant’s marketing of training courses/treatment pub14651852. 2008 single case experimental design packages or other factors. Targeting Pennington L, et al. Intensive speech and (in Pennington et al, 2009) showed non-speech oral-motor behaviours language therapy for older children with cerebral no eff ect on intelligibility of either (NSOMBs) such as sucking, blowing, palsy: A systems approach. Developmental Medicine and Child Neurology 2010; 52:4, articulation-based therapy or surface chewing and other oral movements, 337-344. doi: http://tinyurl.com/nceotyn electromyography to reduce orofacial assumes these behaviours are precursors Pennington L, et al. Intensive dysarthria therapy spasticity. to speech: a theory that is challenged for younger children with cerebral palsy. Studies of non-speech exercises by neurophysiology research that has Developmental Medicine and Child Neurology indicate no improvement or have identifi ed distinct patterns of muscle 2013; 55:5, 464-471. doi: 10.1111/dmcn.12098 serious methodological fl aws in activation and control for speech and Ward R, Leitão S, Strauss G. An evaluation of the study design (eg, lack of blinding of NSOMBs (cf. Wilson and Nip, 2011). eff ectiveness of PROMPT therapy in improving speech production accuracy in six children with assessors, indefi nite intervention and We would suggest that on theoretical, cerebral palsy. International Journal of measurement) (Pennington et al, 2009). physiological, neurological and clinical Speech-Language Pathology 2014; 16:4, 355-371. In summary, the evidence for levels, interventions that consider doi: 10.3109/17549507.2013.876662 interventions to improve intelligibility of coordination of the whole of the vocal Ward R, Strauss G, Leitão S. Kinematic changes in children with dysarthria associated with tract, in the specifi c task of speaking jaw and lip control of children with cerebral palsy following participation in a motor-speech cerebral palsy is limited but growing. (rather than simply moving) would (PROMPT) intervention. International Journal of Th erapies focusing on creating a clearer appear more relevant than practising Speech-Language Pathology 2013; 15:2, 136-155. speech signal through controlled isolated skills. doi:10.3109/17549507.2012.713393 respiration and phonation have the most Th e challenge facing SLTs working Watson R, Pennington L. Assessment and robust evidence but other interventions with children with CP is translating the mangement of the communication diffi culties of that use motor learning principles of research to everyday clinical practice. children with cerebral palsy: A UK survey of SLT practice. International Journal of Language and repeated practice, random practice of Studies typically involve intensive blocks Communication Disorders 2015; 50:2, 241-259. target behaviours and fading of feedback of face-to-face, SLT-delivered therapy, Wilson E, Nip I. The development of speech In: M are now being tested. Together, the which may not refl ect current levels of Roig-Quliis and L Pennington (Eds). Oromotor studies could inform the development provision and models of service delivery. Disorders of Childhood. Barcelona: Viguera, 2011.

July 2015 | www.rcslt.org Bulletin 21

July15 020-021_Ask the Experts.indd 21 18/06/2015 10:29 FEATURE SUB HEAD XX XXXXX Victoria Emma Joff e & Pagnamenta

Emma Pagnamenta and Vicky Joff e outline more uncertain about EBP and why we should look at international demonstrated less knowledge of how to apply research evidence research to support our practice to practice than students and lecturers. While the measures used focused on scientifi c evidence rather than the integration of clinical expertise and patient perspectives with the evidence-base, Neijenhuis et al suggest the focus now needs to be on supporting SLTs after graduation and throughout their careers in training and education in EBP. Work we have carried out suggests we also need to focus on the consistency and eff ectiveness of pre- registration learning Looking beyond opportunities in preparing SLTs to be evidence-based exploring practising clinicians’ our shores practitioners. We surveyed knowledge of and attitudes pre-registration teaching towards research and EBP and currently provided across the we will soon invite you all to ver the past two Educating new SLTs UK that focuses on EBP and take part in a survey on EBP. years, we have How we educate the research skills. Th irteen out addressed many new generation of SLTs is of the 18 UK higher education Evidence to inform Otopics relevant to fundamental to shaping the institutions responded, practice evidence-based practice (EBP) skills of our workforce. A providing us with information We need look no further than and research. Our aim has been project carried out by the on 11 undergraduate and four the International Journal of to provide you with support University of Rotterdam postgraduate courses. We Language and Communication in meeting the challenges we evaluated the impact of a found the quantity of research Disorders (IJLCD) to know we all face in fi nding, using and change to integrate EBP across teaching varies (from 0-5 hours can learn from international gathering evidence that will the curriculum by measuring to more than 30 hours). We also research. Th e 2014 special make a diff erence to the services attitudes towards and found variability in the content issue on specifi c language we provide. It may seem that we knowledge of EBP (Neijenhuis of teaching on EBP and research impairment (SLI) sparked a have focused predominantly on et al, 2015). Researchers skills (table one). debate on how the profession our profession in a UK context. found that while students, Taken together, these defi nes and diagnoses SLI However, the evidence base we clinicians and lecturers showed pieces of work suggest we (http://tinyurl.com/qddtxa3). draw upon is part of a global similar levels of knowledge need to look both at the pre- Similar conversations are forum and SLTs across the world on sources of evidence, they registration curriculum and happening in other countries. draw upon similar bodies of diff ered signifi cantly on their how SLTs can maintain and For example, work has started research. Moreover, there are knowledge of critical appraisal, develop skills in using evidence in Belgium to investigate similarities in the challenges searching for evidence and throughout their careers. the views of clinicians on we face in delivering eff ective, developing research questions. Neijenhuis et al’s results the terminology used in the evidence-based services. In all cases, clinicians were remind us of the importance of literature and in practice Internationalisation in speech (Vanderswalmen et al, 2015). and language therapy/pathology Th e evidence we draw upon took on great prominence at “It’s a big world out there, can also include evidence- the 9th CPLOL Congress 2015, based tools and guidelines. where we presented on our Th ese can be very informative, work around developing EBP and more often than not, as long as we are mindful of our and narrowing the gap between local context when applying research and evidence-based we share similarities rather them. For example, Sharynne clinical practice. Listening to the McLeod and colleagues in other presentations highlighted than diff erences” Australia have developed a how much we can learn from freely available ‘Context in each other. Intelligibility Scale’ for pre-

22 Bulletin July 2015 | www.rcslt.org

July15 022-23_R&D v2.indd 22 18/06/2015 10:30 COLUMN Research and Development Forum

access for 2014. We are also Note: CPLOL is the Standing pleased to announce that the Liaison Committee of EU Speech RCSLT evidence-base clinical and Language Th erapists and decision-making tool will Logopedists soon become open access and we will disseminate it on an Should professional bodies international scale. work together to develop open You may be asking how access resources on EBP and you can get involved at an share evidence? Let us know international level. One way what you think on RCSLTalk is to note where the authors (https://rcsltalk.forums.net/) of papers you are reading are based and ask yourself how References much the context shaped that & resources particular research project and what the diff erences and Standing Liaison Committee of EU Speech and Language Therapists and similarities would be if it was Logopedists (CPLOL) Book of replicated in your region. abstracts. 9th CPLOL Congress 2015: Also, look for opportunities to Open the doors to communication. ILLUSTRATION BY Ben Mounsey collaborate with international http://tinyurl.com/p9xxyed. Presentations. http://www.cplol.eu/ colleagues and consider Doornik-van der Zee AJC, Terband school children (http://tinyurl. researchers, engineers and conferences that you might HHR. The contribution of percentage com/no2g96e). Th ey have scholars across Europe. Two like to attend. For example, consonants correct (PCC) and translated this into more than COST Actions currently the 30th World Congress of intelligibility to severity of 60 languages and carried out underway are highly relevant to the International Association developmental speech sound disorders. 9th CPLOL Congress 2015. validity and reliability testing speech and language therapy. of Logopedics and Phoniatrics McLeod S. Intelligibility in context (McLeod, 2015; McLeod et al, One, chaired by Professor will take place in Dublin scale: a screening tool for multilingual 2012). It is already being used James Law, is ‘Enhancing between 21-25 August 2016 children in 60 languages. 9th CPLOL by SLTs around the world, children's oral language skills (visit: http://ialpdublin2016. Congress 2015. Mcleod S, Harrison LJ, McCormack J. for example in developing a org). It’s a big world out there, across Europe and beyond – The intelligibility in context scale: severity measure for speech a collaboration focusing on and more often than not, we validity and reliability of a subjective sound disorders in the interventions for children share similarities rather than rating measure. Journal of Speech, Netherlands (Doornik-van der with diffi culties learning their diff erences. ■ Language, and Hearing Research 2012; Zee and Terband, 2015). fi rst language’ (http://tinyurl. 55, 648-656. Pagnamenta E, Joff e V. Narrowing the Th e American Speech- com/pgw8rsm). Th e other is Professor Victoria Joff e, RCSLT gap between research and evidence- Language-Hearing Association the ‘Collaboration of aphasia Trustee for Research and based clinical practice: student to (ASHA) has a range of resources trialists’, chaired by Professor Development. Email: vjoff e@ graduate to expert clinician. 9th CPLOL to support clinicians based Marian Brady (http://www. city.ac.uk; @vjoff e. Dr Emma Congress 2015. Vanderswalmen R, Vogels E, Van Dycke on the evidence base. For aphasiatrials.org). Pagnamenta, RCSLT Research SV. Specifi c language impairment, example, it has a compendium Manager. Email: emma. dysphasia: What’s in a name? 9th of systematic reviews and Th e future [email protected] CPLOL Congress 2015. guidelines (http://tinyurl.com/ It seems essential that we work p38jbtv) and has developed a together to avoid duplication of series of ‘evidence maps’ for eff ort in developing tools and Table one: RCSLT survey of pre-registration research teaching diff erent clinical conditions resources to support SLTs using to support clinical decision the evidence. Initiatives to making (http://ncepmaps.org). support open access of research Out of 15 courses surveyed: are becoming increasingly ■ 14 integrate EBP/research throughout their courses common. All published research International ■ Three off er less than fi ve hours of teaching dedicated to collaborations funded by a UK research council research UK researchers are also must now be open access. Th e ■ 13 off er teaching on fi nding and appraising evidence getting involved in a wide @wespeechies Twitter group range of international research is working in partnership with ■ Two off er teaching on service evaluation/audit programmes. Th e European ASHA to make 10 journals that ■ 12 off er empirical research projects Cooperation in Science and are relevant to their monthly ■ 10 perceive their graduates to be ‘a little confi dent’, two Technology (COST) is the twitter discussions freely ‘confi dent’ and three ‘not at all confi dent’ on carrying out research longest-running European available for a fortnight at a framework supporting trans- time. Th e IJLCD made sure its ■ Six perceive their graduates to be ‘not at all confi dent’, 5 ‘confi dent’ and 4 ‘very confi dent’ in research awareness national cooperation among special issue on SLI was open

July 2015 | www.rcslt.org Bulletin 23

July15 022-23_R&D v2.indd 23 18/06/2015 10:31 FEATURE SUB HEAD XX XXXXX OurO monthly look at the latest in In the publishedpu research journals

SendS articles or publications to consider for future issues. Email: [email protected]

Functional dementia Target word Theory in practice vocabulary production Th e authors of this open access ‘how An American researcher argues for Children with phonological to’ paper believe that mystique and the adoption of a core vocabulary impairment improve their production confusion surrounding the word approach for training about of polysyllables following requests for ‘theory’ is hampering practitioners’ 100 words that would facilitate clarifi cation containing an incorrect eff orts to do the best for their clients. communication in people with production of the target word. In By deconstructing theory in relation dementia. contrast, when the correct model is to improvement work, they hope to Jamie Reilly presents data from a given, no revisions occur. Th is is the encourage practitioners to value, make longitudinal, small scale study, which conclusion of an Australian study. explicit and share the reasoning they are exposed fi ve people with Alzheimer’s Participants included four children already doing. disease and fi ve people with semantic with phonological impairment (aged Th e authors argue improvement dementia to a simple treatment between 3;10 and 5;4). Researchers work, evaluation and research will all that involved repeated naming tested the children on two conditions benefi t if such experience-based theory of items from diverse semantic (the order of which was randomly complements more formal, middle- categories to increase functionality. allocated using a computer-generated range theory and the abstract language Treatment and retention of words system) – request for clarifi cation of grand theory. over time was good. Reilly goes on to with correct model (eg, ‘did you say Th e paper covers the diff erent needs discuss a range of issues that relate butterfl y?’) or request for clarifi cation clinicians and academic researchers have to impairment-based therapy of with incorrect model (eg, ‘did you for theory; the complementary aims of naming for people with dementia. say dupesly?’), with the model diff erent types of theory; ththee

Th e thrust of this study is the containing the same shape, stress and problems that result from a This section aims to highlight person-centred approach of sonority as the target. Target words rush to implementation; recent research articles that are relevant to the vocabulary selection, taking into included 3-4 syllable words that the how to develop theory profession. Inclusion does not account people’s preferences and children had diffi culty pronouncing. as a resource for refl ect strength of evidence or off er a critical appraisal. If you living settings. Th ere is also a detailed When analysing the results, the practice and research; fi nd any of these interesting follow them up and apply and well-informed discussion of researchers calculated inter and and evaluating theory. your own critical principles of vocabulary selection. intra-judge point-by-point reliability Practical examples appraisal. Reilly reviews a large number of and procedural fi delity. Th ey found throughout demonstrate relevant treatment studies, which he children were unlikely to revise their diff erent ways to make relates to his clinical experience as incorrect production if given a correct theory explicit, how it has helped with a researcher. He states, “I propose a model (eg, when asked ‘did you say improvement work and possible criteria system for generating an item pool butterfl y?’, they usually agreed). for ‘good’ behaviour change theory. and outline a set of core principles When researchers gave an incorrect for training and sustaining a micro- model, the participants improved Reviewed by Avril Nicoll, ESRC PhD lexicon consisting of approximately their production of the target word Student, NMAHP Research Unit, 100 words.” 75% of the time. Th e researchers University of Stirling recommend further study into the Reviewed by Christos Salis, Lecturer role of communication breakdown Reference in Speech and Language Sciences, and repair in intervention targeting Newcastle University children’s polysyllabic diffi culties. Davidoff F, et al. Demystifying theory and its use in improvement. BMJ Quality and Safety. Reference Reviewed by Vasiliki Saounatsou, Published online: 23 January 2015 doi: 10.1136/ Highly Specialist SLT, Cwm Taf bmjqs-2014-003627 http://bmj.co/15Dfrok University Health Board Reilly J. How to constrain and maintain a lexicon for the treatment of progressive semantic naming defi cits: Principles of item selection for formal semantic therapy. Reference Neuropsychological Rehabilitation: An International Journal. Published online 22 Masso S, et al. How do children with January 2015. http://tinyurl.com/okn4lnb phonological impairment respond to requests for clarifi cation containing polysyllables? Child Language Teaching and Therapy 2014: 30:3, 367-382.

24 Bulletin July 2015 | www.rcslt.org

July15 024_Journals.indd 24 16/06/2015 18:02 Professional Training for Stammering: Basic Clinical Skills Healthcare Professionals Dynamic 2+ hour DVD demonstration of stammering therapy techniques by experts from around the world to help you work effectively with children and adults who 9-11 September, 2015 stammer. DVD No. 9600 It Takes Two to Talk Hanen Certifi cation Workshop Learn about the Hanen approach to early language intervention, helping to empowering parents, of children with language delays to become their child’s primary language facilitator Venue: Derby | Early Bird Fee £620 until 29th July, after this £670 DVD CHAPTERS INCLUDE: • Explore talking • Holding/ 8-9 October, 2015 and stammering tolerating Dysphagia for Speech and Language Therapists • Identification moment of • Explore stammering Trainer: Dr. Maggie-Lee Huckabee PhD stammering • Pullouts This ‘day of diagnostics’ will take the clinician from clinical assessment through instrumental. We will begin with a review of physiology in the context of innervation and muscular anatomy and will focus • Explore change • Cancellations on improving the clinical skill of inferring pharyngeal physiology from clinical and neurophysiologic • Tools for change • Making change fi ndings. Diagnostic practices with videofl uroscopy will be discussed, and how diagnosis can be • Soft starts durable refi ned by inclusion of other instrumental techniques, including endoscopy, pharyngeal manometry • Changing rate • Transfer and electromyography. Full details on our website. • Voluntary • Disclosure Venue: Menzies Mickleover Court, Derby | Fee £260 stammering

19-20 November, 2015 LSVT Loud Training and Certifi cation Evidence-based voice treatment for Parkinson Disease with application to adults and children with neurological conditions, Multiple Sclerosis, Cerebral Palsy and Stroke will be discussed. From Michael Palin Centre for Stammering Children, London: Frances Cook, Venue: Menzies Mickleover Court, Derby. MBE, MSc, Cert. CT (Oxford), Reg UKCP (PCT), Cert MRCSLT (Hons); Please consult our website for fee structure and more details. Willie Botterill, MSc (Psych. Couns.), Reg UKCP (PCT), Cert MRCSLT; Ali Berquez, MSc, BA (Hons), Dip. CT (Oxford), Cert MRCSLT; Alison 26th January 2016 Nicholas, MSc, BA (Hons), Cert MRCSLT; Jane Fry, MSc (Psych. Couns); Barry Guitar, Ph.D., University of Vermont; Peter Ramig, Ph.D., University Cervical Auscultation of Colorado-Boulder; Patricia Zebrowski, Ph.D., University of Iowa; and June Trainer: Alison Stroud Campbell, M.A., private practice, provided additional footage. Learn the ‘How, what and where’ of Cervical Auscultation, participate in a practical session learning to identifying normal and disordered swallowing sounds. Venue: Derby | Fee £130 THE To order: STUTTERING FOUNDATION ® StutteringHelp.org 01332 254679 | [email protected] | Twitter: @NCORE_NHS A Nonprofit Organization Since 1947 Click on “store” and then www.ncore.org.uk Helping Those Who Stutter click “professionals”

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July 2015 | www.rcslt.org Bulletin 25

BUL.07.15.025.indd Sec1:25 16/06/2015 09:19 FEATURE INFLUENCING WORK

exercise for collating your successes. You may want to use it as part of your own infl uencing work with stakeholders and senior executives within your organisation. It is also a great way to add to your continuing professional development, as an example of how you have refl ected on your practice and been involved in your professional body. To get you started, here are some examples of the sort of questions you might like to think about: ■ What it is about your service that makes you proud? ■ What diff erence do you make to your clients? ■ What innovations have you implemented? ■ Have there been any fi nancial savings as a result? ■ What challenges have you faced and what Accentuate the positive tips would you share with the profession? Share your story You can do this in three ways: Help the RCSLT make the case for speech and ■ Email a brief outline of what your story is language therapy by telling us about your service’s about – just a sentence or two – and we successes. Robin Matheou explains will get back in touch with you to fi nd out more. We will write the story with you, and then send it back to you for approval before ILLUSTRATION BY Martyna Wójcik-Śmierska we use it. Email: [email protected] ■ Alternatively, phone Peter on 020 7378 3630 for an informal chat. s part of our national, communication and swallowing needs, but ■ If you are ready to write your own story, regional and local to society as a whole. email Peter and he will send you the infl uencing work, we necessary paperwork. are looking for stories Inspire others from across the UK that By sharing your stories, you will inspire Over the coming months we will feature demonstrate the value others in the profession to innovate and your stories in Bulletin. Th is month, we are and impact of speech learn from your experiences. Writing them focusing on Stoke Speaks Out. ■ andA language therapy or share examples down can benefi t you too – producing a of innovative practice. Examples of your succinct profi le of your service is a useful Robin Matheou, RCSLT PR Manager work in improving people’s quality of life and helping them to achieve the outcomes Stoke Speaks Out they want, will enable us to maximise our infl uence with decision-makers and commissioners. Stoke Speaks Out is a multi-agency initiative set up in 2004 to tackle the high incidence We also want to highlight your work to of language delay identifi ed in children in Stoke-on-Trent. In that year, nearly two-thirds of other audiences, including the media and local children started nursery with language delay. Led by an SLT, Stoke Speaks Out trains and supports parents, carers, practitioners and anyone in contact with families to make the wider public. So, we’d love to hear from communication ‘everybody’s business’. It focuses on the crucial early years and identifi es and your clients who have benefi ted from their monitors the speech, language and communication needs of children across the city. speech and language therapy, whether that Stoke Speaks Out facilitates joined-up multiagency processes to ensure more seamless means by starting school, getting a job or support for children and families. It supports 36 ‘communication ambassadors’ – people returning to work after a stroke. living in local communities with an interest in children’s development – who are willing to Th ese stories may just seem like part ‘spread the word’. It also provides a practitioner network to discuss and develop support for of your everyday work, but they are all speech, language and communication needs, and off ers accreditation to schools and settings examples of the essential role you play with a quality mark ‘communication friendly’ award. in transforming the lives of people with Communication development is now on all key agendas and it is currently one of the communication and swallowing diffi culties. city’s fi ve priorities in Early Years. Since 2004, more than 5,230 practitioners have been trained in key messages around early attachment, child development and speech and Inspirational stories will help us to language development. By 2010, the number of children who started nursery with language demonstrate how important speech and delay had fallen to 39%. language therapy is, not just to those with

26 Bulletin July 2015 | www.rcslt.org

July15 026_Feature Matheou.indd 26 18/06/2015 10:31 The School-Age Child Who Stutters: Working Effectively with Attitudes and Emotions ... A Workbook

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Speech, Language and Communication Progression Tools

The Progression Tools aim language and communication to support teaching staff to assessment. However, they will Speech, Language identify children and young give you information to help and Communication Progression Tool people who may be struggling decide whether children Age 11-12 to develop their speech, and young people would language and communication benefit from a targeted skills. They can also be used intervention or whether to track progression of these they need specialist skills over time or following assessment and support. Speech,peech, LaLanguage ng andnd CCommunicationommunguuaagge interventions. Progressionn Tool ogressio iicicacatition Tools are available for n ToToo Age 13-14 ol The Tools are not a diagnostic those working in early

Speech, Language tool and do not in any way years settings, primary and Communication Progression Tool replace a detailed speech, and secondary schools. Age 4 Speech, Language and Communication Progression Tool Age 16-18

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July 2015 | www.rcslt.org Bulletin 27

BUL.07.15.027.indd Sec1:27 15/06/2015 17:42 NEW MyNutilis

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BUL.07.15.028.indd Sec1:28 15/06/2015 17:27 FEATURE POLITICAL INFLUENCING

Hunt and Nicky Morgan stay as health and education secretaries, there have been some changes at the junior level. Dr Dan Poulter, the health minister who had responsibility for the allied health professions, has returned to the backbenches, to be replaced by Alistair Burt. Ben Gummer, who was a member of the All-Party Parliamentary Group on Speech and Language Diffi culties, has become a health minister. Steve Brine, who is married to an SLT, has been appointed Jeremy Hunt’s parliamentary private secretary. At education, Edward Timpson has been promoted to minister of state for children and families. We formed a productive working relationship with him during the special educational needs and disability reform and have already written to him. In addition, we have also been analysing the opposition parties at Westminster and will be engaging wherever possible with their relevant spokespeople.

Voice tips At the end of May, we contacted new and re-elected MPs with tips on how they can care for and project their voices, and included details of how SLTs support Post-election fever constituents who have communication and swallowing needs. We will follow up this mailing with a similar one to members Peter Just on Giving Voice to the new of the House of Lords. Going forward, we parliament and government will ensure Westminster parliamentarians receive regular briefi ngs about our work. Analysing the Queen’s Speech, we have sought out bills and announcements that ILLUSTRATION BY Sam Falconer may be of relevance to the profession. Th ese include policy proposals on health and social care, the Cities and Local Government ou may remember that needs. Th is refl ected the Allied Health Devolution Bill, the Policing and Criminal in the April Bulletin Profession Federation’s manifesto ask on Justice Bill, and the Education and Adoption (‘Election fever: the recognising the contribution of the whole Bill. Where appropriate, we will engage with temperature’s rising’, health workforce. parliamentarians on these issues. We have pages 12-14) we wrote also been working with Lord Ramsbotham about how General Post-election activity to re-establish the All-Party Parliamentary Election fever had Th e manifestos seem a long time ago now, Group on Speech and Language Diffi culties. Ygripped the RCSLT. Not only had we been but the excitement hasn’t died down. In fact, Finally, we’ve been putting the encouraging members to engage with their the RCSLT Policy and Public Aff airs Team is fi nishing touches to the RCSLT’s Five Year local candidates, we had also been working now in the grip of post-election fever. Parliamentary View. Th is will form the basis hard to infl uence the Conservative, Labour We’ve been analysing the results. We lost for our parliamentary engagement between and Liberal Democrat manifestos. some MPs who were supportive of our work, now and 2020. We look forward to working No sooner had April’s Bulletin come including Ed Balls (who commissioned the with you on this crucially important area out, than the political parties published Bercow Review), Simon Hughes (one of our of our work, because it is you, our local their manifestos. Th e Labour and Liberal vice-presidents), and Sir Bob Russell (who heroes, who enable us to be the national Democrats’ manifestos contained pledges had helped us with parliamentary questions champions for speech and language therapy. that mirrored some of the manifesto over a number of years). At the same time, a You enable us to give voice, and be your asks we had jointly pursued with Th e number of the MPs elected for the fi rst time voice, to parliament and government. If you Communication Trust. Th e Conservative have health or education backgrounds. So, would like any further information, please manifesto included a pledge to ensure that there are plenty of people for us to target. contact me at: [email protected] ■ in future there would be enough doctors, We’ve been analysing the composition nurses and other staff to meet patient of the new Government. While Jeremy Peter Just, RCSLT Public Aff airs Adviser

July 2015 | www.rcslt.org Bulletin 29

July15 029_Feature Just.indd 29 16/06/2015 18:02 JULY CEN NOTICES CLINICAL EXCELLENCE NETWORKS

Send your CEN notice by email: [email protected] by 6 July for August, by 7 August for Septemberberer and by 4 September for October. Venue hire at the RCSLT – special rates for CENs (formerly SIGs). For further details or to arrange to view our refurbished rooms, email: [email protected]

Emotional and Behavioural Problems SIG carryover. Day 2: Stuttering plus: Fluency and London Speech SIG 1 July, 9.30am – 4pm concomitant disorders. The Michael Palin Centre, 23 July, 1.30pm – 4.30pm AM: Keena Cummins, specialist in VERVE video London. One-day costs: members £15; non- ‘Phonetics in the SLT toolkit’ with Dr Julia Anne interaction. PM: Discussion about neuro-linguistic members £40; students £25. Two-day costs: Knight from City University. A review of clinical programming. Membership: £25/year. Venue TBC. members £25; non-members £50; students £35. phonetics and information about a new assessment For more information, email: ruthl@ For information and to reserve place, email: sarah. tool. RCSLT, London. Email: frances.ridgway@ blossomhouseschool.co.uk or sylviasugarman@ [email protected] uclh.nhs.uk ntlworld.com AAC London CEN South West Specifi c Speech Sound Impairment 14 July, 9am – 4.30pm CEN Adult Learning Disability CEN (Eastern Region) Assessing our clients for AAC: Where to start? 17 September, 9am – 4.30pm 8 July, 9.30am – 4pm Speakers include Dr Steven Bloch (Lecturer/UCL) Pam Williams: ‘An update on the Nuffi eld Dyspraxia AM: Basing dysphagia practice on evidence: and Dr Jenefer Sargent, paediatric neurodisability Programme: Treatment approach and resources’ evaluating the use of thickeners in the consultant at GOSH. Refreshments provided. and Sally Bates: ‘Connected Speech Assessment: management of ALD dysphagia, Tracy Lazenby- £20. Soho Centre for Health and Care. Tickets Typical and atypical patterns’. The Vassal Centre, Paterson, SLT, RCSLT adviser, ALD dysphagia. PM: on Eventbrite. Contact Helen Paterson, Gill Avenue, Bristol BS16 2QQ. Non-members £20; Discussion regarding the use of Talking Mats to email: [email protected] members and students £15. Email Leah Farrow at: support mental capacity assessments relating to Trent Voice CEN [email protected] eating and drinking guidelines. Twinwoods Health 16 July Resource Centre, Milton Road, Clapham, Bedford, Counselling and Therapeutic Skills CEN MK41 6AT. Members and students free; non- Performance Coach Karen O’Connor leads 9 October, 9.30am – 4pm members £15. For info and to reserve a place, email: ‘Singing on my mind’ and SLT/voice coach ‘Are you listening to me? Your experience of [email protected] (Speaking) Melanie Mehta leads ‘Singer, actor, adolescence as a resource’ presented by patient - joining the dots’. Seminars in voice and Central Region Secondary School SIG Sam Simpson, specialist SLT and person- psychology of performance. Bring your cases for 8 July, 1.30pm – 3.30pm centred counsellor, and Deborah Kerpner, youth discussion. Derby. Members free; non-members counsellor and coordinator of Off the Record, ‘Measuring eff ectiveness of intervention and exam £20; membership £10; student membership £5. Twickenham. RCSLT, London. vocabulary.’ Brierley Hill Health and Social Care Email: [email protected] Email: [email protected] Centre, Venture Way, Brierley Hill DY5 1RU. £2. Children and Young People with Down Email: [email protected] Central Neuro-Rehab CEN Syndrome CEN 13-14 October, 9am – 5pm London Adult Neuro CEN 17 July, 9.30am – 4pm 9 July, 9am – 4pm ‘Diff erential diagnosis and management of acquired Working on speech: Review of the literature and motor speech disorders’. Speaker, Dr Joseph R Working with brain tumours: focusing on tumour visual support systems used. Cost £25, including Duff y, Mayo Clinic, Birmingham Botanical Gardens. types, surgical and oncological management, the lunch and refreshments. RCSLT, 2 White Hart Yard, Student/SLTA member: £100; SLT member before evidence base for SLT provision, MDT input and London SE1 1NX. Booking essential. Contact: 31 July 2015 £135; after 31 July 2015 £160. Student/ awareness of other services. Specialist neuro- Barbara Flook at: barb@fl ook.org.uk SLTA non-member £110; SLT non-member £210. oncology multidisciplinary speakers from National Palliative and Supportive Care CEN Payable with booking by cheque or BACS. For Hospital for Neurology and Neurosurgery, Royal 22 July, 9am – 5pm further information and to book, email: Surrey County Hospital, and St Georges and Kings [email protected] College Hospital. £30 (£10 student). NHNN, 33 ‘MDT working in end-stage motor neurone Queen Square, London, WC1N 3BG. Visit: disease’. Speakers: specialist SLTs, respiratory South West Autism Spectrum Disorder CEN londonadultneurocen.weebly.com for information. physio, neurologist, MNDA, nutrition nurse/ 23 November, 9.30am – 4.30pm To book, visit: www.londonadultneurocen. dietitian, palliative care. Includes patient journey, Speakers: AM: Robyn Steward, autism trainer, eventbrite.co.uk advanced care planning, nutrition, communication, author, consultant, mentor, artist, talking about oral hygiene, respiration and cough. SLTs £20; National CEN in Disorders of Fluency women and girls with ASD. PM: Attachment/ASD students £15; non-SLTs £25. RCSLT, London. 13-14 July diff erential diagnosis TBC. Members free; Email: [email protected] non-members £15. Vassalls Centre, Bristol. Email: Two-day workshop with Kathleen Scaler Scott. [email protected] Day 1: Managing cluttering: From diagnosis to

HIRE AN AFFORDABLE VENUE CLOSE TO LONDON BRIDGE The RCSLT is the perfect solution to your room hire needs. We off er a contemporary, aff ordable meeting space with the fl exibility to be set-up in a range of layouts. WHY HIRE AT THE RCSLT? Following our extensive refurbishment, the venue is ideal for seminars, training sessions, conferences and meetings. Our ground fl oor rooms have natural daylight, amazing audio-visual equipment and breakout areas for delegates to relax and network between sessions.

With a dedicated events team, we will ensure your event runs smoothly. Special rates for CENs/SIGs and members with businesses. For further details visit www.rcslt.org/about/RCSLT_venue_hire/Introduction

30 Bulletin July 2015 | www.rcslt.org

July15 030_CEN groups.indd 30 18/06/2015 10:31 FEATURE Bulletin remembers those who have SUBdedicated HEAD XX XXXXX their careers to speech and language therapy Obituaries REMEMBERINGREMEEMMBERING

Broadmoor for their groundbreaking visits. the RCSLT. She was the co-editor, with Jennifer Jenny was a pioneer in so many ways in Rosemary Gravell, Sarah Kramer and I, of the previously uncharted fi eld of speech and textbooks on speech and communication language therapy in mental health. She was problems in psychiatry and the author of France one of the founders of the RCSLT Psychiatry the relevant section in Gunn and Cordess’s special interest group. Th is group developed standard text on forensic psychotherapy. the specialism over many years and in many Th ose of us lucky enough to know 1938 – 2015 ways. Th is in turn led to her becoming an Jenny and be part of those exciting and RCSLT adviser nationwide for other centres challenging early years of establishing the It is with great sadness that I write of the wishing to set up a similar service to that profession in mental health settings will death of Jenny France, who died at home on at Broadmoor. Many of us benefi tted from remember so much laughter and so much 6 March 2015. Jenny’s wonderful breadth of knowledge learning. Also sadness, with the loss of the Jenny qualifi ed in 1959 from Th e Oldrey and clear sightedness. As a result of her France’s beloved younger son, Alexander, in Fleming School and she started the speech work, she was awarded the fellowship of 1995 at the age of only 28. and language therapy service in Yateley and Outside work and in retirement Jenny district in 1965. To begin with, she worked divided her time between music, wine from the family home before transferring to “Jenny was making at the family’s second home the newly-built Yateley Medical Centre in in Tuscany and producing exquisite 1972. Shortly afterwards she began seeing a wonderful embroideries. Jenny was a wonderful patients with communication problems at listener, a calm focal point for colleagues, Broadmoor Hospital on a part-time basis. an innovator… and a wearer of great jackets Th is work grew into a full-time job where listener, a calm and earrings. She will be much missed. She she worked closely with Dr Murray Cox, is survived by her husband, Richard, their the distinguished psychotherapist and focal point” elder son, Th omas, and daughter, Diana. Shakespeare scholar, who brought the Royal Shakespeare Company and Mark Rylance to Niki Muir – retired SLT

to learning. Th ey appreciated her acerbic wit Victoria Infi rmary, becoming a specialist Irmgarde Anne and sense of the ridiculous. Colleagues will in disorders of voice and stammering. With remember Irmgarde as a wise mentor and a her friend, Ruth Lesser, she contributed source of empathy and practical support. to revamping the speech therapy degree Horsley Irmgarde was born in New York to a when she joined the university as a lecturer. mother from Alsace-Lorraine and an Irish Students from that time say they were father. Convent educated, she fi rst worked astonished by her knowledge, sophistication 1939 – 2015 for IBM, before coming to England in the and her way with words. early 1960s. She fell, and stayed, in love with Irmgarde was a magistrate for many Irmgarde was a lecturer in the Department John Horsley for all of her life. She gained years, a dedicated gardener and walker of of Speech at the University of Newcastle for two degrees, one in speech therapy and one the Northumberland hills. She and John more than 20 years. She was a teacher who in psychology. owned a small yacht, sailing both off the engaged students’ interest and commitment Irmgarde worked clinically at the Royal north east coast and in the Mediterranean. She read voraciously, collected art and antiques, and had an eclectic collection of music that surprised her friends. Her “Students were astonished by concurrent practise of Buddhism and Catholicism refl ected her perception of her knowledge, sophistication spirituality. Irmgarde died on the 7 March 2015. Th ose and her way with words” who loved and valued her are bereft.

Gillian Cavagan

July 2015 | www.rcslt.org Bulletin 31

July15 031_Obituaries.indd 31 18/06/2015 10:32 TO ADVERTISE CALL PHILIP OWUSU-DARKWAH APPOINTMENTS ON 020 7880 6215 OR EMAIL CALLAppointments PHILIP OWUSU-DARKWAH ON 020 7880 6215 [email protected]

Speech and Language Therapy Lead

Salisbury, Wiltshire Flexible hours – 22.5 hours over 3 - 5 days, individual requirements will be considered Band 7 - £35,000 pro-rata

Glenside provides specialist assessment, • Develop, implement and off er professional guidance for the Speech and treatment and rehabilitation for adults Language Therapy service for a wide range of neurological conditions, including those with complex needs, using evidence based / client centred with acute and / or long-term neurological principles to assess, plan, implement and evaluate intervention. conditions including acquired or traumatic • Work within established protocols for all aspects of Speech and Language brain injury, through a complete range of Therapy in line with the Royal College of Speech and Language Therapy Communicating Quality Guidelines. rehabilitation services. • Day to day management responsibilities for the Speech and Language Therapy Department. We are looking for a Speech and Language Therapy Lead • Overall responsibility for supervision and clinical practice of senior, junior and to join our AHP team and are off ering a high degree of assistant SLT staff members. fl exibility to attract the very best candidate for this role. We off er full induction, mentoring and professional development opportunities. Working within a dedicated multidisciplinary team including Closing date for applications: 21st July 2015 OT, Physiotherapy and Psychology, you will lead the Speech Interviews will take place: Week commencing 27th July 2015. and Language team consisting of Band 7, Band 6, Band 5 therapists and therapy assistants. Please note, this vacancy may close early if there is a high rate of response from suitably qualifi ed candidates. If you have experience of neurological rehabilitation, whether within an inpatient or community setting, we For information about Glenside, and the services we off er, please visit would love to hear from you. www.glensidecare.com or contact Lisa Jennings on 01722 746848 or [email protected]

SPEECH AND LANGUAGE THERAPIST A charity providing specialist services to children, young people and adults with autistic START SEPTEMBER 2015 spectrum conditions. As part of the Speech and Language Team for the role of Lead Do you wish to join a friendly, dynamic, hardworking and Speech and Language Therapist you will be based at Doucecroft School, a converted developing team of Speech and Language Therapists? estate in a beautiful setting in Eight Ash Green, Colchester and the role of Speech and Language therapist being based in a picturesque market town of Dereham, Norfolk. Ä Ä We are a school for children aged 5 to 13 with speci c learning dif culties. The posts are part of our Therapeutic Services involving working within our Our friendly and dynamic staff group provides an integrated package of personalised planning meetings, liaising with staff , parents, other professionals and specialist teaching, speech and language therapy, occupational therapy, contributing to staff training. These roles off er the ability to work creatively, fl exibly, in physiotherapy and music therapy. There are many opportunities for a truly personalised way with individuals with autism, giving frequent opportunities professional development within our diverse team. for collaborative working. Salaries negotiable – experience dependent. We have a vacancy for a part-time 3 days a week experienced & qualiÄ ed Speech and Language Therapist, working with children in KS1-3. The role Ref N115 involves, amongst other responsibilities, providing an SLT service to the school, focusing on speech, language, communication, social development Speech and Language Therapist and problem solving. You will be responsible for providing therapy to a Working with adults in Norfolk you will be an enthusiastic therapist and have some deÄ ned caseload including writing, implementing and evaluating therapy experience of working with individuals with autism and/or special needs. This post treatment programmes for group and individual SLT. You will also be required could be suitable for a newly qualifi ed therapist. Hours negotiable. to work collaboratively with the multidisciplinary team. Ref D111 Application form, person & job speciÄ cation is available on request. Lead Speech and Language Therapist You will be an experienced therapist able to carry out supervision/line Closing date: Wednesday 15th July. Interviews: Week beginning Monday 20th July. management responsibilities for other therapists and work within our services; with considerable experience of working with individuals with autism and the ability to Please email your Application Form and a covering letter to: demonstrate qualities to lead a team. Hours negotiable. [email protected] Successful applicants will receive ongoing supervision/CPD and will be subject to Abingdon House School is part of the Alpha Plus Group an enhanced Disclosure and Barring Service check. Abingdon House is committed to the safeguarding of children To apply go to www.autism-anglia.org.uk/jobs/vacancies or tel 01206 771234. ABINGDON HOUSE SCHOOL. BROADLEY TERRACE, LONDON NW1 6LG Closing date: Friday 24 July 2015 Interviews: w/c 03 and 10 August TEL: 0845 230 0426. E-MAIL: [email protected]

32 Bulletin July 2015 | www.rcslt.org

Jul15Rec.indd 32 18/06/2015 10:39 APPOINTMENTS CALL PHILIP OWUSU-DARKWAH ON 020 7880 6215

Speech and Language Therapist required at Billing Brook School, Pensitone Road, Lumbertubs, Northampton NN3 8EZ MOOR HOUSE SCHOOL & COLLEGE • Salary Band 5 equivalent pro rata • Term Time Only posiƟ on (40 weeks) • Full Ɵ me – 37 hours per week. Speech and Language

We are looking for a recently or newly qualiĮ ed therapist to join our all age Therapist special school to support the development of speech and language, under Full Time 1 year fi xed term contract the guidance of our full Ɵ me Senior Speech and Language therapist. Salary: AFC band 5 / NQP plus fringe allowance The posiƟ on will include support for pupils with complex special needs (ASD; SLCN; SLD); support for staī and development of pracƟ ce across the school. This posiƟ on is full Ɵ me on a two year Į xed term contract commencing We are seeking a therapist with demonstrable keen interest September 2015. in SLI. Successful candidates will join a large, established For further informaƟ on and an applicaƟ on form please visit: Therapy Team. CPD and research opportunities are www.billingbrook.northants.sch.uk or phone Sue MabbuƩ on 01604 773910. considered vital to the provision of a high quality service, Closing date: 13th July 2015. and these are actively encouraged. You will also benefi t from excellent terms and conditions and generous holidays. Speech & Language Therapist If you wish to discuss this positions you are invited to contact Nataša Marić, Head of Therapy Services on 01883 Full time independent (option for term time only) 712271. Closing date for application: 16 July 2015 We are looking for another speech and language Interviews will be held on the 23 July 2015. therapist to join our amazing team! Blossom Tree SLT provides speech and language services to Please visit our website to download further information schools. The position available is for primary schools in Plumstead including an application form. www.moorhouseschool.co.uk. (SE London) and Whitechapel (E London). These are typical mainstream schools with a varied caseload. Applicants’ NQT competencies must be completed. Completed applications should be emailed to: [email protected]. Our team work closely together, we share skills through joint work, team workshops and regular peer supervision. Therapists in the team say they like having autonomy and control over their The School is committed to safeguarding and promoting work but most of all, love being able to deliver direct regular the welfare of the children and applicants must be willing intervention when needed and build strong relationships with to undergo child protection screening appropriate to children, schools, staff and parents. the post, including checks with past employers and the Disclosure and Barring Service. Closing date: 17th July 2015 | Interviews: w/b 20th July 2015 Contact: Heather Haley via [email protected]

Health Services for Elderly and Rapid Response ... Highly Specialist Speech le and Language Therapist p m Salary: Band 7 £35,159 – £44,953 pa inc HCAS i An exciting opportunity has arisen for a self-motivated and s experienced speech and language therapist to join our t leadership team. i The Royal Free has excellent clinical outcomes and the therapies service has a strong commitment to interdisciplinary, p evidence-based practice. We have a team of 12 SLTs and run both videofluoroscopy and e FEES instrumental assessment clinics. e You will be well supported with opportunities for peer K support, access to joint working with clinical leads, and Contact us personal and professional development. For further information please contact Catherine for locum SLT DesForges, Clinical Lead for Elderly Care and General Medicine on 0207 794 0500, bleeps 1491. Positions nationwide To apply, please visit: http://jobs.bcf.nhs.uk and search Allied Health Professionals, Job Ref: 391-5538-SAS-SC-C Closing Date: 21 July 2015 t: 020 7292 0730 www.royalfree.nhs.uk e: [email protected] www.piersmeadows.co.uk

July 2015 | www.rcslt.org Bulletin 33

Jul15Rec.indd 33 18/06/2015 10:39 APPOINTMENTS CALL PHILIP OWUSU-DARKWAH ON 020 7880 6215

Speech and Language Therapist Full time (37.5hrs) – part time will be considered, minimum 3 days (2 of which must be consecutive) Salary up to £28,000pa, negotiable depending on experience Brainwave is a national charity Experience of using parent child providing therapy to children interaction approaches and predominantly aged from 6months knowledge of sensory integration is to 12 years, with various conditions desirable. including Developmental Delay, www.brainwave.org.uk/careers Autism and Brain Injury. for full details and job description, or for an informal discussion please contact Sri Murugesan, Centre We are seeking a Speech and Manager 01376 505 290. Language Therapist with at least 1 years post graduate experience to join The post is subject to an Enhanced our interdisciplinary team in Witham, DBS check. Essex, providing assessment and home Closing date 31 July 2015, interviews Have you ever thought of working in the Isle of Man with its beautiful based treatment programmes. to be held on Tuesday 4 August 2015. landscape and range of outdoor activities? The Isle of Man is situated in the Irish Sea (about 60 miles off the Lancashire and Irish coasts) and is easily commutable by sea to Liverpool or Heysham, Speech and Language Therapist Lancashire and by air to major city airports in England, Ireland and Scotland.

Cressey College is seeking a FT/PT SALT to work at Cressey College, for pupils with SEBD, Communication Diffi culties and challenging behaviour. • Candidates will be part of our therapy team. • Newly qualifi ed applicants welcomed. • The salary: Band 5/6 depending on experience.

Cressey College is committed to safeguarding and promoting the welfare of children; successful applicants must be suitable to work with children and will need to undertake an Enhanced Disclosure & Barring Service (DBS) Certifi cate with barred list information. Email: [email protected] Tel: Adrienne, 07912875906. Primary Care Division interview date will be w/c 6 July. Permanent Speech & Language Therapy Posts:

1.00 WTE Band 7 Team Lead: Ref: DOH&-001905 (£33,254-£43,716) 1.00 WTE Band 6 Stroke Lead: Ref: DOH&-001908 1.00 WTE Band 6 Adult Services: Ref: DOH&-001909 1.00 WTE Band 6 Paediatric Mainstream: Ref: DOH&-001907 All Band 6 Posts (£27,619-£37,276) WOULD We are delighted to announce 4 new posts with exciting opportunities. The Band 7 post will work across Critical Care, Head & Neck Cancer and ENT and also support the work of the existing team lead’s responsibilities. The Band 6 Stroke Lead post will work across the Adult Acute and Community services. The Band 6 YOU LIKE TO Adult Generalist post will cover a range of conditions. Both posts will support the work of the existing adult team. It is essential for the post holders to have successfully completed an accredited post ADVERTISE basic dysphagia training course. They will also have some knowledge and experience of participating in videofluoroscopy / modified barium swallow studies and swallow screen training programs for nursing staff. The Paediatric Band 6 post will work with a range of communication difficulties in HERE ? community clinics and school settings and have experience of delivering training in these areas. All posts will be designated within friendly and supportive teams across the service. To place an advertisement please contact You will have the opportunity to work alongside other dedicated colleagues to share Philip Owusu-Darkwah: 020 7880 6215 or knowledge and skills and to participate in the enhancement and development of these essential services. [email protected] The successful candidates should have up to date CPD for the clinical areas in which they work. Please note police checks are required for these posts. A relocation package may be available for any successful off Island candidate. Should you wish to discuss these posts, please do not hesitate to contact: Rebekah Traynor, Adult Team Lead: [email protected] , Kim Wheeler, Paediatric Team Lead: [email protected] or Eileen Gilmartin, Service Manager, specifically for the Band 7 post: [email protected] or ring (01624) 642630 via Departmental Secretary. The closing date is 3rd August 2015. bulletin Interviews will be notified within 6 weeks of application. For more information and to apply online please visit: www.gov.im/jobs

34 Bulletin July 2015 | www.rcslt.org

Jul15Rec.indd 34 18/06/2015 10:39 APPOINTMENTS CALL PHILIP OWUSU-DARKWAH ON 020 7880 6215

Specialist/Highly Specialist Speech and Language Therapist(s) (Competitive salary and 10 weeks paid annual leave)

Would you like to be an integral part of a motivated, dedicated team and make a hands-on diff erence with a small caseload? Are you a problem-solver who thrives on unravelling complexities and team work?

The PACE Centre is committed to helping children aged 0 – 18 who have motor and sensory disorders to reach their potential through an integrated approach based on Conductive Education.

You are an enthusiastic therapist (HCPC registered) interested in maximising and furthering your expertise with children with Cerebral Palsy and other motor disorders. Working in a supportive transdisciplinary environment, you will provide integrated classroom programmes, detailed assessments, intensive and individual therapy, as required.

We are currently recruiting for 3 posts (initial 12 month contracts) to start September 2015: 1 full-time post plus 2 part-time posts (.6 per week each), term time only. Our ideal candidates will have experience of AAC and Dysphagia. Experience/interest in Post 16 would be an advantage for one of the posts. We provide excellent in-service training, access to other CPD opportunities and supervision from a Bobath-trained SLT.

For further details, informal enquiries and visits, contact Laurel Allen, Clinical Lead SLT, [email protected] 01296 614287 For an application form, please contact Susan Muir. Tel. 01296 392739

A downloadable application pack is available at: www.thepacecentre.org/vacancies Email: [email protected] Closing date for applications: 16 July 2015

The PACE Centre is committed to the wellbeing, safety and protection of all our pupils. An enhanced DBS will be required.

Speech and Language Therapist (Equivalent to Band 6 point 22) Speech and Language Salary: £27,090 per annum, pro rata Hours: 22.5 per week Therapist Opportunities SeeAbility is seeking to employ an innovative and enthusiastic Speech and Language Therapist to join its multi-disciplinary team of Speech and Language Therapists and Greater Manchester Area (Cheadle, Halton and Openshaw) other specialist workers. Based in Surrey and the South East the post-holder will work with a mixed case load of dysphagia and communication referrals. SeeAbility is The Together Trust provides a range of social care, special education, committed to person centred working and supports adults with sight loss and multiple community support and consultancy services in the North West of England. disabilities within its community settings. CPD and comprehensive training in visual impairment is provided. We provide some of the leading specialist education services in the North West region, operating special schools, a further education college and centres For further information or to apply please visit our website www.seeability.org or for an supporting those who cannot attend mainstream schools. We also off er a wide informal chat contact Jo Laud on 07808 361065. range of training, consultancy and support services for parents and carers. Applications to be received by 17th July 2015 SeeAbility is an equal opportunities employer. Registered Charity No. 255913 The Together Trust is expanding their current SaLT provision and has multiple opportunities, part-time and full-time, at Inscape House School, Bridge College and within our Together for Families Provision.

Joining the therapy team, which includes Occupational Therapists, Speech and Language Therapist Physiotherapists, Assistive technologists and Behaviour professionals you will Full time, term time only provide assessment, intervention and monitoring for students, enabling them to develop functional communication skills. There are opportunities to work within Salary dependent upon experience, starting from £26,041 pro rata specialist settings for young people with ASCs and learning disabilities plus posts within primary and secondary SEN provision and resource bases supporting young We are looking for a dynamic and enthusiastic therapist with Special Schools people with learning diffi culties. You will be passionate about supporting the experience to join our thriving and innovative Bristol practice. development of communication skills with the given client group. You will be responsible for delivering quality Speech and Language Therapy within Special Schools in Bristol and surrounding areas. You will need experience Candidates will need to be a registered member of RCSLT and HCPC and hold a in supporting students with a range of complex communication needs including recognised professional qualifi cation in Speech and Language Therapy. Autism Spectrum Disorder. To apply please visit our website www.togethertrust.org.uk/work-with-us where We are able to off er high levels of support within full details of the vacancies available can also be viewed. the team and provide specifi c training relevant to the post. Closing date: 10th July 2015 For further information and an application form, please contact: [email protected] www.talkspeechtherapy.co.uk

July 2015 | www.rcslt.org Bulletin 35

Jul15Rec.indd 35 18/06/2015 10:40 APPOINTMENTS CALL PHILIP OWUSU-DARKWAH ON 020 7880 6215

INTEGRATED SERVICES PROGRAMME Speech & Language Therapist

• SITTINGBOURNE KENT • Salary – SLT Band 5/6 + Benefi ts (pension/private healthcare/death in service scheme). • Part time 3/4 Days

We are currently looking for an enthusiastic Qualifi ed Speech and Language Therapist to For more information and join the SLT team working with looked after an informal discussion children in Kent. The SLT service is small but please ring Melanie Cross, well established. SLT on 01795 523900 or 07703 629821. We are off ering an opportunity to work as part of a team of professionals including teachers, foster carers, For an application pack psychotherapists and social workers. please e-mail [email protected] The post is SLT Band 5/6, three to four days a week term or ring Ann Hillier on time only, depending on experience 01795 428097.

It off ers an exciting opportunity for a newly qualifi ed Applications must be SLT to gain experience. We will provide support, made on our Application supervision and the opportunities to gain skills in the NQP Form: CVs alone will not be competencies framework. considered.

For those already in Band 6 it off ers opportunities for All applicants must be further skill development. committed to achieving and promoting equal opportunities in the workplace. Closing Date: 27th August 2015 Appointments subject to Interview Date: 8th September 2015 enhanced DBS disclosure.

NOMINATIONS FOR THE 2015 GIVING VOICE AWARDS

ARE NOW OPEN RCSLT Patron HRH The Countess of Wessex with the 2012 Giving Voice Giving Voice aims to highlight the cost-saving, life-transforming work of Innovation Award winners speech and language therapists. The Giving Voice Awards are for anyone who has made a significant or innovative contribution to the Giving Voice campaign since September 2014, when the last awards took place. This could be an SLT, assistant or student, a service user, a parent or carer, a politician, journalist or even a celebrity. The Giving Voice Awards are open to both individuals and teams. Remember, we are also accepting entries in the form of a short video. Visit: http://givingvoiceuk.org/awards2015 to find out more about how to take part Entries close midday on 31 July 2015

36 Bulletin July 2015 | www.rcslt.org

Jul15Rec.indd 36 18/06/2015 10:40 QUICK LOOK DATES

Picture Exchange activities for children up to 16 years of assessment. Will consider the 4 November, RCSLT London old, focusing on developmental Communication System (PECS) holistic approach and all possible Elklan specialist training and cognitive aspects. Explain play Level 1 Workshops – Leeds, intervention methods. Further package – Supporting children choices/rationales for therapy Aberdeen, Manchester, Ipswich, details and to book: and adults using AAC goals effectively to carers, parents Plymouth, Glasgow, York, www.raphaelmedicalcentre.co.uk and education staff. Friendly Equips tutors to provide practical, Northampton and more. 29 September, The Ear Foundation practical day course. £90 (Early accredited training to those SoSAFE! Sexual/Social Safety Bird £80). Sally Newman, email: Babies and toddlers with CI: A supporting ALL users of AAC. Training – London, Leeds, Glasgow [email protected] sound start Cascade the training to colleagues, and Birmingham. Language of assistants and education staff. A day with lots of practical idea emotions workshop – London, 30-31 July, London £235pp. Tel: 01208 841 450, and resources to use working with Birmingham and Newcastle. email: [email protected], Hanen’s ABC and Beyond families to develop listening and PECS to SGD Workshop – London visit: www.elklan.co.uk Advanced Workshop communication with babies and and Newcastle. Visit: Make a difference for preschoolers toddlers. £85. 5-6 November, RCSLT London www.pecs-unitedkingdom.com, with language delays by integrating Email: [email protected] tel: 01276 609 555 Elklan total training package for emergent literacy into your 30 September – 2 October, Queen post 16s 2-3 July; 24-25 November, RCSLT language intervention. The ABC Elizabeth Hospital, Birmingham London and Beyond Workshop translates Equips SLTs specialist FE tutors European Head and Neck Cancer and teachers to provide practical, Elklan total training package for cutting-edge research on emergent literacy development into practical, SLT masterclass accredited training to staff working 5-11s in secondary school and further immediately usable strategies Keynote, Eric Blom. Course Equips SLTs and teaching advisers education settings. Teacher/ you can incorporate into therapy will include lectures and panel to provide practical, accredited therapist teams welcome. £450pp. and share with early childhood discussion with experts in the field training to education staff and Tel: 01208 841 450, educators and parents to naturally of HNC. The SLT masterclass will SLTAs. £450pp. Tel: 01208 841 450, email: [email protected], build literacy into shared book include developments in dysphagia email: [email protected], visit: www.elklan.co.uk reading and everyday activities. treatments, management of visit: www.elklan.co.uk 14 CPD hours. complex cases and QOL outcomes. 9-10 November, London 15-17 July, London Visit: www.hanen.org/ABCworkshop Email: samantha.womack@ The Nuffi eld Dyspraxia or email: [email protected] Hanen’s It Takes Two to Talk aesculap-academy.co.uk, Programme tel: +44 (0)114 225 9035, certifi cation workshop 30-31 July, London Course tutors: Pam Williams and visit: www.sltmasterclass.com Shows you the most effective ABC and Beyond Advanced team from the Nuffield Hearing and ways to involve parents in the Workshop The Hanen Centre 7-8 October, Edinburgh Speech Centre. £300 UCL CPD@ PaLS. Tel: 020 7679 4204, email intervention process. You will gain £750 UCL CPD@PaLS. Working with listening and [email protected], visit: http:// a practical, step-by-step teaching Tel: 020 7679 4204, auditory processing diffi culties tinyurl.com/q3koasf methodology that will help you email [email protected], Understanding, profiling and accommodate the individual visit: http://tinyurl.com/p6al2l9 managing auditory processing 11-13 November, London learning needs of parents and difficulties. Two-day course for Introduction to the practical ensure they both understand and 4-6 September, Bristol professionals working with clients management of eating and are able to apply their learning Voice Care Network UK, annual with listening difficulties. drinking diffi culties in children: effectively to everyday interactions study meeting £300 (Early Bird £275). Basic level with their child. 22 CPD hours. Visit: Includes practical voice workshop Email: [email protected], Course tutors: April Winstock, Julia www.hanen.org/ITTTworkshop or with Jeannette Nelson, National tel: 0131 337 5427 Hopkins, Martina Ryan, and Gill email: [email protected] Theatre, and Christina Shewell on 9 October, The Ear Foundation Stern. £450 UCL CPD@PaLS. Tel: voice skills framework analysis and 17 July, Gatwick Hilton Hotel 020 7679 4204, email pals-cpd@ more. Email: [email protected] CMV: Cytomegalovirus Are you SMART? SMART goal ucl.ac.uk, visit: http://tinyurl.com/ or visit: www.voicecare.org.uk CMV is suspected to cause 30% setting workshop nb9whcm of hearing losses in children. The 16 September, Redbank House, This one-day interactive workshop course explores issues involved 16 November, London; Manchester, M8 8QA is suitable for professionals working in working with children affected 17 November, Birmingham; with people who have neurological TalkTools study day by the infection. With Dr Simone 19 November, Manchester problems. £85. Email: enquiries@ New to TalkTools? Come along Walter, audiovestibular physician. ‘Positive sensory approaches for braintreetraining.co.uk, tel: 01276 and find out more. Already using £85. Email: sam@earfoundation. autism’ 472 369. Full course details: http:// TalkTools? Update and expand your org.uk Richard Hirstwood and Chris tinyurl.com/q9xj8vh knowledge and skills. Only £45 per 19 October, Birmingham Barson deliver a practical person. Visit: www.eg-training.co.uk 22-24 July, London workshop, sharing current thinking, email: [email protected], Cervical auscultation course run Hanen’s More Than Words assessment/profiling and positive tel: 01530 274 747 by Quest Training strategies for promoting sensory certifi cation workshop A practical, skills-based course. 22 September, RCSLT London regulation for those individuals Fulfil the key criteria for effective £135. Further information from the with autism. £245 + VAT. Hirstwood early intervention for children The Therapy Outcome Measure website www.quest-training.com Training. Email: lois@hirstwood. with autism. Learn how you can (TOM) or contact Jo Frost, tel: 07904 981 com, visit: hirstwood.com, tel: involve parents to facilitate their 462, email: [email protected] One-day training workshop with 01524 426 395 child’s social and communication Professor Pam Enderby. £175 (check 3-4 November, RCSLT London skills in everyday contexts. Now the event listing In the CTN website 23 November, Manchester; Elklan total training package for open to SLTs with no previous for discounts for RCSLT members). 24 November, Birmingham; pupils with SLD Hanen training. 22.5 CPD hours. For further details and to book, visit: 27 November, London Visit: http://www.hanen.org/ www.communitytherapy.org.uk Equips SLTs and teaching advisers 'Sensory communication’ MTWworkshop or email: to provide practical, accredited 23 September, Raphael Medical Naomi Rosenberg shares her [email protected] training to develop communication Centre, Tonbridge Kent dynamic ideas for using sound/ in children and young people with music and vibration/resonance to 24 July, RCSLT London Pain management: An integrated severe learning difficulties in all develop engagement, interaction ‘Play for therapists and approach settings, including mainstream and communication with individuals assistants working with One-day workshop will look at schools. £450pp. with PMLD, autism or sensory children’ the assessment and management Tel: 01208 841 450, issues. £195 plus VAT. Hirstwood By the Therapy Skills Training of pain across various patient email: [email protected], Training. Email: lois@hirstwood. Alliance. Extend your therapy with populations, including complex visit: www.elklan.co.uk com, visit: hirstwood.com, a fun and imaginative range of patients and discuss complexity tel: 01524 426 395

July 2015 | www.rcslt.org Bulletin 37

QLD-Jul15.indd 37 18/06/2015 10:59 QUICK LOOK DATES

24-25 November, RCSLT London 26-27 November, RCSLT London; 7-8 March 2016 (with optional day them to develop the communication on 9 March), Salford Elklan total training package for 7-8 March 2016: Salford skills of babies and very young verbal children with ASD Elklan total training package for Elklan total training package for children. This course is only available 11-16s under 5s to existing Elklan tutors who have Equips SLTs and teaching advisers completed an Elklan TTP previously. Equips SLTs and teaching advisers to provide practical, accredited Equips SLTs and teaching advisers Teacher/therapist teams welcome. to provide practical, accredited training to those supporting verbal to provide practical, accredited £200pp. Tel: 01208 841 450, training to staff working in Early children with ASD. Covers a range of training to staff working in email: [email protected], Years. Teacher/therapist teams strategies and approaches. £450pp. secondary school settings and visit: www.elklan.co.uk Tel: 01208 841 450, email: henrietta@ SLTAs. Teacher/therapist teams welcome. £470 for under 5s two elklan.co.uk, visit: www.elklan.co.uk welcome. £450 pp (£470 as of 1 Jan days. £670 for all three days. 9-10 March 2016, Salford 2016). Tel: 01208 841 450, Tel: 01208 841 450, 25 November, Raphael Medical Elklan total training package for email: [email protected], Centre Tonbridge Kent email: [email protected], children with complex needs visit: www.elklan.co.uk visit: www.elklan.co.uk Living with a brain injury: Equips SLTs and teaching advisers 9 March 2016, Salford Learning from the patient 21-23 December, London to provide practical, accredited Elklan total training package for training to support communication This didactic and interactive one- English pronunciation: A 0-3s in children with more complex day workshop is case study based contemporary approach needs. Covers pre-intentional to One-day course for existing Elklan and aimed at highlighting difficulties Course tutor: Geoff Lindsey. £250 early intentional communication tutors. Equips SLTs and teaching following brain injury and learning UCL CPD@PaLS. Tel: 020 7679 skills. £470pp. Tel: 01208 841 450, advisers to provide practical, from ‘survivors’ and their families. 4204, email [email protected], email: [email protected], accredited training for staff working Each one will focus on assessment, visit: http://tinyurl.com/o7stusc visit: www.elklan.co.uk interventions and subsequent in Early Years settings to enable lives led by affected subjects. 1-4 February 2016, Edinburgh Further details and to book: www. Johansen IAS Learn to use raphaelmedicalcentre.co.uk selected or customised music CDs SAVE THE DATE: 26-27 November, RCSLT London All ages. Individual and group Elklan total training package for 7 OCTOBER 2015 programmes. Organises and under 5s enhances listening and auditory Equips SLTs and teaching advisers processing. Supports spoken and THE RCSLT STUDY DAY AND ANNUAL GENERAL MEETING to provide practical, accredited written language. £500 will take place at Warwick University on 7 October 2015. training to staff working in Early (Early Bird £475). Years. Teacher/therapist teams Email: [email protected], We’ll announce more details nearer the time. welcome. £450pp. Tel: 01208 841 tel: 0131 337 5427, Visit: http://www.rcslt.org/news/events/forthcoming_events 450, email: [email protected], visit: www.johansenias.com visit: www.elklan.co.uk

VOICE BOX We are delighted to announce we will be running the Voice Box joke telling competition again this year and extending RETURNS the competition to secondary pupils.

We are inviting mainstream primary, secondary and special FOR 2015 schools in England, Scotland and Wales to work on their own, or with their SLT, to hold a joke-telling competition between 7 September and 14 December 2015.

Send us the winning joke from your school by 14 December and our judging panel will shortlist the best ones they receive. For each category – primary and secondary – there will be 10 fi nalists.

We will invite the shortlisted joke tellers and their parent or guardian to a grand fi nal in Westminster on 2 March 2016.

Last year’s fi nal was a fantastic day with our young fi nalists telling their winning joke at Speaker’s House to a judging panel that included comedian Lee Mack

Visit: www.givingvoiceuk.org/voiceboxwestminster to download the online toolkit with everything you need to run your own Voice Box competition.

If you have any questions, please email: [email protected] Lee Mack with 2014 Voice Box winner Jack Johnson

38 Bulletin July 2015 | www.rcslt.org

QLD-Jul15.indd 38 18/06/2015 10:59 Mia

MY Travlos WORKING LIFE OCCUPATION: SPECIALIST SLT, WHITTINGTON HEALTH NHS (HARINGEY)

“I was much too far out all my life And not waving but drowning” (from the poem ‘Not waving but drowning’, by Stevie Smith)

ntering the world of a good habit to get into. It is key speech and language to progressing as therapists. therapy as a newly- However, a word of caution is Equalifi ed practitioner necessary when it comes to (NQP) can defi nitely be refl ecting. By nature, we are overwhelming. It can feel like a programmed to focus more on constant struggle to stay above negative experiences than on the water surface, while smiling positive ones (once crucial to and keeping a brave front. Th ose our primitive ancestors’ survival). entering the profession do not Speaking to a psychologist friend monopolise stress. Th e current of mine, a way to address this is uncertainties around funding in to keep a ‘positivity or gratitude many NHS services and the needd jjournal’, where you write down for statistics and evidence apply three things from your day that to us all. you are grateful for. I have applied I fi rst came across Stevie this to work by making myself Smith’s poem in university. Th e think of things that went well last two lines stuck with me and in my sessions before allowing I often fi nd myself reciting them.. the negative thoughts to take Th ey act as a calming tool and the fl oor. Travel time between help me turn my ‘drowning’ intoo sessions can be great for this. ‘waving,’ coping with the daily pressures colleagueandIfeelimmensegratitudecolleague and I feel immense gratitude ■ How ababout some hand-fl apping? As we of being an SLT. Here are some others that towards these people. Th e cycle continues know, children with autism have some also help. brilliantly because of their attitude. fantastic self-regulating mechanisms to ■ Peer support: While training as an SLT Supporting less experienced therapists help them handle overwhelming emotions. at City University, group work was a core leads to the formation of more experienced A colleague of mine once pointed out that part of many modules. A trend became therapists who acknowledge the need for we all have self-regulating mechanisms clear within our fi rst term – you can’t go it support and off er it to less experienced too: the quiet humming of a tune, biting alone. Forming bonds, which eventually therapists in return. Th is doesn’t always our fi ngernails or repeating a verse from a led to lasting friendships, was key to my have to take the format of indepth advice song (or a poem). Once I discovered this, I survival through my PGDip. Later, as an and guidance. A recent article, written by learned to value what I was telling myself – NQP, I paired up with other new starters in an NHS doctor after a stressful nightshift if I am employing a regulating mechanism my team, and we shared a number of late in an accident and emergency ward, it’s because I need one and it might be time evenings at the offi ce: resource exchanges, highlighted how simple words of praise for a mental break. idea exchanges and good old-fashioned from a supervising doctor, accompanied by Finally, thinking holistically and long moral support were always present. It truly a cup of tea, can make a huge diff erence to term, it helps to acknowledge that time will made a diff erence to our experience of one’s morale. help – I will keep on learning, progressing being ‘newbies’. ■ Self-refl ection: Keeping refl ective logs and improving my practice as time goes on ■ Support from more experienced was a common feature of our student and this is positive rather than frightening. therapists: Rarely have I met an SLT who placements and though at times less Of course, when it gets a bit much, a cup of is not quick and willing to support a prioritised due to our coursework, it was tea can go a long way. ■

July 2015 | www.rcslt.org Bulletin 39

July15 039_Working life.indd 39 16/06/2015 18:03

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