An International Perspective: Supporting Adolescents with Speech, Language, and Communication Needs in the United Kingdom

This article provides an overview of the education system in the United Kingdom, with a particular focus on the secondary school context and supporting older children and young people with speech, language, and communication needs (SLCNs). Despite the pervasive nature of speech, language, and communication difficulties and their long-term impact on academic performance, mental health, and well-being, evidence suggests that there is limited support to older children and young people with SLCNs in the United Kingdom, relative to what is available in the early years. Focus in secondary schools is predominantly on literacy, with little attention to supporting oral language. The article provides a synopsis of the working practices of pediatric speech and language therapists working with adolescents in the United Kingdom and the type and level of speech and language therapy support provided for older children and young people with SLCNs in secondary and further education. Implications for the nature and type of specialist support to adolescents and adults with SLCNs are discussed

Preregistration research training of speech and language therapists in the United Kingdom: a nationwide audit of quantity, content and delivery

AIM: To carry out an audit of the quantity and content of research teaching on UK preregistration speech and language therapy (SLT) degree programmes. METHOD: Lecturers delivering research teaching from each higher education institution providing preregistration training were invited to complete an online survey. QUESTIONS INCLUDED: Amount of research teaching, content of research teaching (including final-year projects), perceived confidence by staff of graduates in research awareness, research activity and leading research. Responses were received for 14 programmes (10 undergraduate and four postgraduate), representing 73% of all undergraduate courses and 44% of all postgraduate courses in the United Kingdom. RESULTS: Fifty percent of courses included over 30 h of research teaching, with wide variability across both undergraduate and postgraduate courses in number of hours, modules and credits devoted to research. There was no association between quantity of research teaching and perception of adequacy of quantity of teaching. Critical appraisal, statistical software and finding literature were the most common topics taught. Conversely, service evaluation and audit was the least common topic covered. All institutions provided a final-year project, with 11/14 requiring empirical research. Perceived confidence of graduates was higher for research awareness than active research and leading research, but this varied across institutions. There was a strong correlation between lecturers' perceived confidence of graduates in research awareness and number of hours of research teaching. CONCLUSION: Despite the requirements for healthcare professionals to engage in evidence-based practice, the amount and nature of research training in preregistration courses for SLTs in the United Kingdom is highly variable. Levels of perceived confidence of graduates were also variable, not only for active participation in research, and for leading research, but also for research awareness. This has implications for the ability of SLTs to use and embed research in their routine clinical practice

Children with phonological problems: a survey of clinical practice

Background: Children with phonological problems are a significant proportion of many therapists' caseloads. However, little is known about current clinical practice with these children or whether research on the effects of therapy have influenced this practice. Aims: To investigate the methods of assessment and remediation used by therapists working in the UK. Methods & Procedures: A questionnaire was sent to therapists working with pre- and primary school-aged children. Outcomes & Results: Ninety-eight clinicians of varying experience responded. Most used the South Tyneside Assessment of Phonology to assess children, were confident in choosing therapy, and were aware of evidence that therapy is beneficial. They used a variety of therapies. Auditory discrimination, minimal contrast therapy, and phonological awareness were popular and often used in combination. Most involved parents. In planning therapy, clinicians were more influenced by children's language and cognitive abilities and the motivation of parents than by the nature of the impairment. Conclusions: Constraints upon clinicians make it difficult for them to convert research findings to practice. In particular, assessments that allow more individualized and targeted interventions appear little used. Clinicians are aware of research but there is a danger that clinical practice and research are diverging

Connecting with strangers in the city: A mattering approach

The evidence that social relationships are associated with well‐being is so strong that it is taken as a ‘fact’ (Kushlev et al., 2018, Journal of Research in Personality, 74, 124). The bulk of the existing evidence derives from research examining social relationships with close others, such as family, romantic partners, and friends (Dolan et al., 2008, Journal Economic Psychology, 29, 94; Li & Kanazawa, 2016, British Journal of Psychology, 107, 675). However, less is known about how connecting with strangers is associated with well‐being, how such connections are represented by people, and what motivates people’s desire to connect with strangers. This study aims to examine representations and motivations for social connectedness with strangers in contemporary British cities. To do this, an interview study of 52 city‐dwellers living in Britain’s two largest cities, London and Birmingham, was conducted. The Grid Elaboration Method (GEM) (Joffe & Elsey, 2014, Review of General Psychology, 18, 173), a free association and interview technique, was applied. Thematic analysis revealed that representations of strangers vacillate between ‘good’ and ‘bad’, are built upon the ‘self/other’ thema, are shaped by the contextual factors place, time, and technology, and are motivated by a desire to ‘matter’. This work makes a key contribution to the study of social connectedness in cities and can inform effective urban policy

1/Nc1/N_c Rotational Corrections to gAg_A and Isovector Magnetic Moment of the Nucleon

The $1/N_c$ rotational corrections to the axial vector constant and the isovector magnetic moment of the nucleon are studied in the Nambu -- Jona-Lasinio model. We follow a semiclassical quantization procedure in terms of path integrals in which we can include perturbatively corrections in powers of angular velocity $\Omega \sim \frac 1{N_c}$. We find non-zero $1/N_c$ order corrections from both the valence and the Dirac sea quarks. These corrections are large enough to resolve the long-standing problem of a strong underestimation of both $g_A$ and $\mu^{IV}$ in the leading order. The axial constant $g_A$ is well reproduced, whereas the isovector magnetic moment $\mu^{IV}$ is still underestimated by 25 \%.Comment: (Revtex), 10 pages (3 figures available on request), report RUB-TPII-53/9

Search for C P violation in the D + → π + π 0 decay at Belle

We search for CP violation in the charged charm meson decay D+→π+π0, based on a data sample corresponding to an integrated luminosity of 921 fb−1 collected by the Belle experiment at the KEKB e+e− asymmetric-energy collider. The measured CP-violating asymmetry is [+2.31±1.24(stat)±0.23(syst)]%, which is consistent with the standard model prediction and has a significantly improved precision compared to previous results

Improving storytelling and vocabulary in secondary school students with language disorder: a randomized controlled trial

Background: Although language and communication difficulties are common in secondary school students, there has been limited research into the efficacy of interventions for adolescents with language and communication difficulties. Aims: To investigate the efficacy of teaching assistant (TA)-delivered narrative and vocabulary interventions to mainstream secondary school-aged students with language disorder. Methods & Procedures: A randomized controlled trial (RCT) of a language and communication intervention was used to evaluate the efficacy of vocabulary and narrative interventions to improve the vocabulary and narrative performance of adolescents (mean age = 12.8 years) with language disorder. The language and communication programmes (narrative, vocabulary and combined narrative and vocabulary) were delivered by TAs in the classroom, three times per week, for 45–60 min each, over 6 weeks, totalling 18 sessions. Standardized and intervention-specific measures were used as outcomes. Outcomes & Results: Twenty-one schools with 358 eligible participants were recruited. The three intervention groups showed significant improvements (d =.296) on a narrative latent variable defined by a standardized narrative assessment (the Expression, Reception and Recall of Narrative Instrument—ERRNI), but there were no significant improvements on an overall vocabulary latent variable compared with the waiting control group. Differential effects were found on some non-standardized intervention-specific measures with the narrative group making significantly more progress on narrative tasks compared with the waiting control group, the vocabulary group showing the same pattern on specific vocabulary tasks, and the combined narrative and vocabulary group making significantly more progress on some of the intervention-specific narrative, and all the intervention-specific vocabulary outcomes compared with the waiting control group. Conclusions & Implications: It is possible to improve narrative but not vocabulary skills, as assessed by standardized measures, in secondary school students with a relatively brief group TA-delivered intervention. There were differential effects for both narrative and vocabulary with intervention-specific measures. Future work is required to explore whether more intensive and longer lasting interventions would be more effective and to identify which students in this age group are most likely to benefit from such interventions

Collinear Photon Exchange in the Beam Normal Polarization Asymmetry of Elastic Electron-Proton Scattering

The parity-conserving single-spin beam asymmetry of elastic electron-proton scattering is induced by an absorptive part of the two-photon exchange amplitude. We demonstrate that this asymmetry has logarithmic and double-logarithmic enhancement due to contributions of hard collinear quasi-real photons. An optical theorem is used to evaluate the asymmetry in terms of the total photoproduction cross section on the proton, predicting its magnitude at a few parts per million for high electon beam energies and small scattering angles. At fixed 4-momentum transfers, the asymmetry is rising logarithmically with increasing electron beam energy, following the high-energy diffractive behavior of total photoproduction cross section on the proton.Comment: 6 pages, 5 figures, Corrected an algebraic error in Eq.(17), other formulas and plots changed accordingl