All Stories

  1. “The impact of mediation on resolution of disagreements around special educational needs: Effectiveness and cost effectiveness”
  2. What Drives Educational Support for Children With Developmental Language Disorder or Autism Spectrum Disorder: Needs, or Diagnostic Category?
  3. Evaluating Parent Gym: a community implemented universal parenting programme
  4. The CANparent trial-the delivery of universal parenting education in England
  5. Children with Language Impairment: Prevalence, Associated Difficulties, and Ethnic Disproportionality in an English Population
  6. Grand Challenge: Priorities for Research in Special Educational Needs
  7. Meeting the educational and social needs of children with language impairment or autism spectrum disorder: the parents’ perspectives
  8. Understanding the Initial Impact of Early Support and Key Working Training Through the Voices of Trainers, Training Participants, and Families
  9. Do children with specific language impairment and autism spectrum disorders benefit from the presence of orthography when learning new spoken words?
  10. Universal Parenting Programme Provision in England; Barriers to Parent Engagement in the CANparent Trial, 2012-2014
  11. Educational Evaluation: Overview
  12. Integrating external evidence of intervention effectiveness with both practice and the parent perspective: development of ‘What Works’ for speech, language, and communication needs
  13. Exploring writing products in students with language impairments and autism spectrum disorders
  14. Emotional and behavioural problems in children with language impairments and children with autism spectrum disorders
  15. Chapter 6. Evidence based policy and practice: the Better Communication Research Programme
  16. Supporting children with speech, language and communication needs: an overview of the results of the Better Communication Research Programme
  17. Understanding bullying: using role-play with 12-year-old boys in Cyprus
  18. The benefits of combined (mixed) methods research
  19. Evaluation of the national roll-out of parenting programmes across England: the parenting early intervention programme (PEIP)
  20. The Parenting Early Intervention Programme in England, 2006-2011; a classed experience?
  21. Longitudinal Patterns of Behavioral, Emotional, and Social Difficulties and Self-Concepts in Adolescents With a History of Specific Language Impairment
  22. Ethical Decision Making
  23. The Oxford Handbook of International Psychological Ethics
  24. Taking Stock and Looking Forward
  25. An International Perspective on Ethics Codes for Psychology: A Focus on Test Development and Use
  26. An evaluation of the written texts of children with SLI: the contributions of oral language, reading and phonological short-term memory
  27. Costing children's speech, language and communication interventions
  28. ‘I’m just there to ease the burden’: the parent support adviser role in English schools and the question of emotional labour
  29. A comparison of the effectiveness of three parenting programmes in improving parenting skills, parent mental-well being and children's behaviour when implemented on a large scale in community settings in 18 English local authorities: the parenting earl...
  30. Disabled students in the performing arts – are we setting them up to succeed?
  31. Cost-effectiveness of interventions for children with speech, language and communication needs (SLCN): a review using the Drummond and Jefferson (1996) ‘Referee's Checklist’
  32. Young people's involvement in service evaluation and decision making
  33. Supporting fathers to engage with their children’s learning and education: an under‐developed aspect of the Parent Support Adviser pilot
  34. Transnational Ethical Guidance and the Development of the EFPA Meta-Code of Ethics
  35. Engaging Parents in Parentline Plus’ Time to Talk Community Programme as Part of England’s Teenage Pregnancy Strategy: Lessons for Policy and Practice
  36. Self-esteem of adolescents with specific language impairment as they move from compulsory education
  37. Meeting the needs of children and young people with speech, language and communication difficulties
  38. Governance, leadership, and management in federations of schools
  39. Defining the construct of masters level clinical practice in manipulative physiotherapy
  40. Educational Mainstreaming
  41. The role of the Connexions service in supporting the transition from school to post-16 education, employment training and work for young people with a history of specific speech and language difficulties or learning difficulties
  42. The nature and outcomes of PGCE Plus as a model for teacher professional development
  43. Voices of young people with a history of specific language impairment (SLI) in the first year of post‐16 education
  44. The self‐perceptions of bullies in Cyprus primary schools
  45. Identifying and selecting able students for the NAGTY summer school: emerging issues and future considerations
  46. Where are we at? An empirical study of levels and methods of evaluating continuing professional development
  47. Vulnerability to bullying in children with a history of specific speech and language difficulties
  48. Defining the construct of Masters level clinical practice in healthcare based on the UK experience
  49. Longitudinal patterns of behaviour problems in children with specific speech and language difficulties: Child and contextual factors
  50. Developing clinical expertise through clinical placement at masters level
  51. Research Supplement: Integrated Nurseries for Children with Special Educational Needs
  52. Developing clinical expertise for healthcare professionals through masters courses
  53. Educational psychology and the effectiveness of inclusive education/mainstreaming
  54. Book Reviews
  55. An analysis of the Revised Olweus Bully/Victim Questionnaire using the Rasch measurement model
  56. Challenging underachievement in boys
  57. Motivation in gifted students
  58. A study of social‐market interventions in the shaping of the field of cultural production
  59. Educational provision for children with specific speech and language difficulties: perspectives of speech and language therapy service managers
  60. Primary modern foreign languages: an overview of recent research, key issues and challenges for educational policy and practice
  61. The roles of specialist provision for children with specific speech and language difficulties in England and Wales: a model for inclusion?
  62. Local education authorities’ approaches to provision for children with specific speech and language difficulties in England and Wales
  63. Book Reviews
  64. Pupil participation: the NASEN policy
  65. 10th International CEDAR Conference Report Widening participation: research, policy and practice
  66. The consistency of baseline assessment schemes as measures of early literacy
  67. Specific Speech and Language Difficulties and Literacy
  68. Clinical education: a critical analysis using soft systems methodology
  69. Assessment in special schools: national early assessment procedures and pupils attending special schools in England
  70. An Evaluation of the Use of Accredited Baseline Assessment Schemes in England
  71. Inclusive education: a critical perspective
  72. Collaboration between LEA and SLT Managers for the Planning of Services to Children with Speech and Language Needs
  73. Collaboration between LEA and SLT Managers for the Planning of Services to Children with Speech and Language Needs
  74. Professional Development of Primary School Headteachers: The Paradox of Ownership
  75. Meeting the needs of children with speech language and communication needs: a critical perspective on inclusion and collaboration
  76. Self esteem of children with specific speech and language difficulties
  77. Consultation as a model for providing speech and language therapy in schools: a panacea or one step too far?
  78. Speech and language therapy services to education in England and Wales
  79. Baseline assessment: What purpose, and for whose benefit?
  80. Children with Specific Speech and Language Difficulties—the teachers' perspective
  81. Children with Specific Speech and Language Difficulties - the teachers' perspective
  82. Children with Specific Speech and Language Difficulties—the teachers' perspective
  83. Facilitating communication between education and health services: the provision for children with speech and language needs
  84. The behaviour and self‐esteem of children with specific speech and language difficulties
  85. Meeting the needs of children with specific speech and language difficulties
  86. 1. Researching children's perspectives. Edited by Ann Lewis and Geoff Lindsay. Buckingham: Open University Press, 2000. ISBN 0 33520280 2 (hb), 0 33520279 9 (pb) 240 pages, �55 (hb), �16.99 (pb). 2. Involving young researchers: how to enable young peop...
  87. Guest Editorial: Issues in baseline assessment
  88. Editorial invité:Problèmes de l’évaluation du niveau de base
  89. The use of the Infant Index/Baseline‐PLUS as a baseline assessment measure of literacy
  90. The first decade of the Canadian Code of Ethics for Psychologists.
  91. What's in a transition? A reply to Botting, Crutchley and Conti-Ramsden
  92. Values, Rights and Dilemmas
  93. Problems in the Identification and Assessment of Children with Specific Speech and Language Difficulties
  94. Psychology as an Ethical Discipline and Profession
  95. Integration and the Support Service
  96. Assessing children with learning difficulties in the new ERA
  97. Educational psychology in England and Wales
  98. PAIRED READING VERSUS RELAXED READING: A COMPARISON
  99. Baseline Assessment and the Early Identification of Dyslexia
  100. Evaluation of Impact of DfE Investment in Initiatives Designed to Improve Teacher Workforce Skills in Relation to SEN and Disabilities: Research Brief
  101. Evaluation of the impact of the DFE investment in initiatives designed to improve teacher workforce skills in relation to SEN and disabilities - 1st Interim Report-Research Brief