Winter 2005

Articles from the Winter 2005 Issue

All in a day’s work

Grennan, C. & Rogers, J. (2005)

Why work experience placement schemes could be good news for recruitment and retention.

Is the targeted offer of work experience placements a useful weapon in the speech and language therapy profession’s recruitment and retention battle? Clare Rogers and Jane Rogers report on the implementation of a work experience scheme in Dudley, reflect on the feedback and the lessons learnt, and explain why they will be doing it again.

Enhanced provision: a complementary service

Wiseman, A. & Horswell, S. (2005)

How multi-agency intensive groups can improve outcomes for preschool children with complex communication and autistic spectrum disorders.

Dissatisfied with the progress of preschool children with complex communication and autistic spectrum disorders, Ann Wiseman and Sharon Horswell organised multi-agency intensive groups to complement the established service. The good outcomes for the children’s communication, interaction skills and behaviour were mirrored by the development of staff skills in working together, planning and training others.

Expert guidance: Developing critical appraisal skills

Harris, F. (2005)

How to use clinical judgement to consider the relative validity and importance of evidence presented in professional papers.

Evidence based practice is more than a set of skills – it is a way of working and practising our profession of speech and language therapy. A key element is critical appraisal, where we use clinical judgement to consider the relative validity and importance of evidence presented in professional papers. Frances Harris takes us through the process, covering: key questions, study designs and their validity, statistics basics, statistical importance, clinical importance, getting results into practice and working collaboratively.

The case for flying KITEs

Broomfield, J. (2005)

A randomised controlled trial on a real clinical population shows therapy effectiveness for children with communication impairment. Implications for practice and service change are discussed.

Jan Broomfield ran the Kids communication Impairment: Therapy Effectiveness (KITE) project. This randomised controlled trial on a real clinical population in the Middlesborough area showed therapy effectiveness for children with communication impairment. Results by diagnostic category are included, and the impact of being on a waiting list evaluated. The implications for practice and service change are discussed.

The authenticity key

Middlemiss, J. (2005)

Life coach Jo Middlemiss asks what is real and what is pretend – and if looking at life in a different way will free you up to be yourself?

Liz is sick of being all things to all people, but scared that if she lets her real self out she will be left friendless. Jim has ideas to modernise his practice but is worried he won’t be able to handle it. In the fifth of a series to encourage reflection and personal growth, life coach Jo Middlemiss asks what is real and what is pretend – and if looking at life in a different way will free you up to be yourself?

Feature: So crazy about all these peers…

Nicoll, A. (2005)

Systems of peer support considered.

As Speech & Language Therapy in Practice prepares to introduce an element of peer review that will be open and constructive, editor Avril Nicoll find out about different systems of peer support. Speech and language therapists contributing to this feature are Tracey Righton, Terrie Murphy, Sam Livingston, Lucy Wakefield, Kat Bowers and Bernie Brophy-Arnott.

How I provide a service for young people with Asperger syndrome (1) – Let’s get on

Baber, C., Clemence, A., Ford, K. & Watson, R. (2005)

Developing tailored groups as a package of care for older children in mainstream school with social communication difficulties.

The authors were faced with increasing referrals of older children in mainstream school with social communication difficulties, and the resulting negative impact on community clinic assessment waiting lists. Dissatisfied with an ‘advice and closure’ approach, the authors developed a package of care that has benefited the department as well as the young people and their families. Evaluation of the project has led to outreach sessions being allocated to support and extend the work.

How I provide a service for young people with Asperger syndrome (2) – Asperations 4 u

Baker, J. (2005)

A vision of a community-based, parent-run, specialist facility for young people with Asperger syndrome becomes a reality.

Over the past five years, Jane Baker has seen her vision of a community-based, parent-run, specialist facility for young people with Asperger syndrome and their families become a reality. The 4 us Model has four components: a parent support group, a youth group, a sibling group and a social communication skills group. Practical issues around funding and organisation are discussed, illustrated by feedback from participants.

My Top Resources for lifelong learning

Righton, T. (2005)

Ten resources for lifelong learning.

Tracey Righton is a specialist speech and language therapist in the management of adults with communication and / or swallowing difficulties. She has developed her interest in teaching and learning over the years and is currently external assessor for the advanced dysphagia course at ManchesterMetropolitanUniversity. Her article focuses on useful resources for lifelong learning.