The 2024 Scaringi Lecture Series in Speech Language Pathology

Published: 20 February 2024

McGill’s School of Communication Sciences and Disorders
is proud to be hosting a research talk on enhancing the language of adolescents
with DLD and a workshop on using narratives in clinical assessment and

These events are funded by the Scaringi Lecture Series grant. This year the events are also co-sponsored by the
FRQSC group on Cognitive plasticity and language acquisition.

Victoria Joffe
School of Health and Social Care, University of Essex
Research Talk and Reception
April 5, 2024, 5:00 to 7:00 pm
Leacock, room 232
855 Sherbrooke St W, Montreal, Quebec H3A 2T7

Enhancing Language and Communication in Adolescents with Language Disorder across Levels of Service provision: Specialist, Targeted and Universal.

There is strong evidence for the pervasiveness of Developmental/Language Disorder (D/LD), and its long-term impact on academic performance, employment, socialisation and wellbeing. These difficulties persist over time and can increase during adolescence and adulthood. Adolescents and young adults with (D)/LD are a significantly under-researched and under-serviced client population. However, there is an emerging evidence base for enhancing language and communication in this group, and Speech and Language Therapy services are typically offered at three levels of service provision: universal, targeted, and specialist.
The talk will describe these different service delivery models, providing evidence for the effectiveness of intervention in storytelling and vocabulary at the targeted and universal levels in the adolescent group. Consideration will be given to the factors that contribute to the selection of service provision, including severity of the disorder, school setting, staff expertise, resource allocation and staff and client perspectives. This presentation will incorporate a critical appraisal of the interplay between resource-led and needs-led components, and the current evidence base. Results from the experimental studies, and views and perspectives from speech and language pathologists, teachers, and young people in receipt of the intervention will be shared. Common themes in working with adolescents with language disorder in schools will be identified with implications for education and clinical practice. Key ingredients for success will be identified to maximize engagement in the therapy process, emphasizing needs-led provision in order to enhance long term outcomes.

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