Facilitator: Professor Victoria Joffe, School of Health and Social Care, University of Essex.
Victoria Joffe is Professor of Speech and Language Therapy, and Dean of the School of Health and Social Care at the University of Essex.
Victoria’s area of clinical and research expertise includes speech, language and communication needs in children and young people, the interface between education and speech and language therapy, collaborative practice and the training of teaching staff, language and literacy development, and evidence-based practice.
Victoria works with various health trusts, integrated care systems, education authorities and third sector organisations devising and evaluating research into models of service delivery across the lifespan. She provides training and consultancy to professionals working with children and young people with diverse needs.
Victoria is co-editor of the journal, Child Language Teaching and Therapy, and acts as a speech and language therapy partner for the Health and Care Professions Council. She is currently working on four National Institute Health Research (NIHR)-funded research projects looking into new and innovative interventions for children with social communication disorder, children who stammer and children with Down Syndrome, as well as exploring apps for use in intervention with people with acquired language disorder.
Language development and enhancement continues into adolescence and adulthood, yet most of the research focuses on the early preschool and primary school-age years. Furthermore, there is consistent research showing that early language disorder is often pervasive and persistent manifesting into adolescence and adulthood.
Developmental language disorder in older children, young people and adults can have wide ranging long-term impacts, not only on educational and employment attainment, but also on social and emotional functioning, and the health and wellbeing of these individuals. Despite this evidence, research into the older age groups has been slow and the appropriate service provision continues to be limited in both quantity and quality.
This presentation explores Developmental Language Disorder (DLD) in adolescents and adults, charting the changes evident in language progression in typical and atypical development across the lifespan. The nature and wider impact of DLD in the older age group will be discussed. The presentation will provide a critical overview of current research in DLD in adolescence and adulthood, and the available evidence-based interventions will be reviewed, including the voices and experiences of service users.
Delegates will have the opportunity to share their own experiences of current and best practice of DLD in older children and young people, and implications for future research and practice with this older population will be identified.
At the end of the session, delegates will understand DLD and its wider ramifications in older children, young people and adults, and have a critical overview of the current literature on the assessment and service provision for this group. They will have discussed how this information interacts with their own experience and understanding from their practice and will be able to formulate clear evidence-based objectives and actions for working with their own client groups.
At the end of the presentation, delegates will:
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