Examples of Interventions
“Some children’s needs cannot be met solely by universal
provision. By definition, this group should be a mobile group with
children going back to the universal level or moving up to a
specialist level.” (Jordan and Thomas, 2010, page 6)
At a targeted level, services may be provided
by both the wider and specialist work force.
In Worcestershire, support at this level may
include evidence-based interventions delivered in a range of
pre-school and school settings. Targeted intervention should be
short term, targeting specific speech, language or communication
skills with built in opportunities to generalise the skills
developed into everyday situations.
A range of targeted interventions can be
- Adult Child Interaction
- Attention and Listening
- Early Language Skills, e.g.
Language Link, Language
- Receptive Language
- Expressive Language, e.g.
- Vocabulary, e.g. Word Aware
- Verbal Reasoning, e.g. Language for
- Narrative e.g. the Black Sheep
Press narrative programmes
- Social Communication Skills, e.g.
Time to Talk, Socially Speaking, The Friendship Formula,
- Speech sound programmes
Targeted intervention should be
delivered by the most appropriate person in the most appropriate
place – usually practitioners in schools and settings with the
necessary competencies and confidence gained through support or
training from specialist practitioners. In some cases, targeted
intervention may be delivered by a speech and language therapist, a
speech and language therapy assistant, or a Learning Support Team
specialist teacher or teaching assistant.
Teaching Assistants and their role
© Worcestershire County
Council and Worcestershire PCT 2011.
Within the SLCN Pathway :
- The use of child/children
refers to children and young people
- The use of setting includes
childminders, children's centres, nurseries, pre-schools,
- The use of parents refers to
parents and carers.
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This page was last reviewed 23 April 2013 at 14:20.
The page is next due for review 20 October 2014.