ORCID Profile
0000-0001-6580-5190
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Publisher: Equinox Publishing
Date: 22-06-2022
DOI: 10.1558/JMBS.20329
Abstract: The term developmental language disorder (DLD) refers to the condition in which a child fails to achieve the speech and language milestones that are expected for his/her chronological age. The disorder is often linked to a series of add-on effects such as learning difficulties, trouble with socializing, problematic behaviour and low self-esteem. According to the international literature, DLD affects approximately 7% of school children in mainstream education. This paper reports on research conducted in Cyprus aiming to map the services provided by speech and language therapists (SLTs) to children with DLD. A questionnaire containing key areas of enquiry was developed and distributed to professionals working with DLD in Cyprus. A total of 44 responses were submitted by SLTs who provide services to in iduals with DLD. The findings showed that the majority of children with DLD are diagnosed with a mixed receptive/expressive language disorder and are, on average, 7 years of age. The speech therapy interventions provided by professionals were twice a week and were most often on an in idual basis. The maximum number of sessions was not pre-determined. Findings underscored the need for further research in defining service provision issues for children with DLD in Cyprus.
Publisher: S. Karger AG
Date: 2017
DOI: 10.1159/000479063
Abstract: b i Objective: /i /b Autism spectrum disorder (ASD) is a complex neurodevelopmental impairment. To better understand the role of speech-language pathologists (SLPs) in different countries in supporting children with ASD, the International Association of Logopedics and Phoniatrics (IALP) Child Language Committee developed a survey for SLPs working with children or adolescents with ASD. b i Method and Participants: /i /b The survey comprised 58 questions about background information of respondents, characteristics of children with ASD, and the role of SLPs in diagnosis, assessment, and intervention practices. The survey was available in English, French, Russian, and Portuguese, and distributed online. b i Results: /i /b This paper provides a descriptive summary of the main findings from the quantitative data from the 1,114 SLPs (representing 35 countries) who were supporting children with ASD. Most of the respondents (91%) were experienced in working with children with ASD, and the majority (75%) worked in schools or early childhood settings. SLPs reported that the children’s typical age at diagnosis of ASD on their caseload was 3–4 years, completed mostly by a professional team. b i Conclusions: /i /b The results support positive global trends for SLPs using effective practices in assessment and intervention for children with ASD. Two areas where SLPs may need further support are involving parents in assessment practices, and supporting literacy development in children with ASD.
No related grants have been discovered for KAKIA PETINOU.