Sue Roulstone

Sue Roulstone
University of the West of England, Bristol | UWE Bristol · Centre for Health and Applied Sciences

Doctor of Philosophy

About

115
Publications
44,586
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
2,043
Citations

Publications

Publications (115)
Article
Full-text available
Background Early interventions to support young children’s language development through responsive parent–child interaction have proven efficacy but are not currently delivered universally. A potential universal delivery platform is the Health Visitor (HV)–led 2–2½-year-old review in England’s Healthy Child Programme. It is unclear if it is feasibl...
Article
Full-text available
Linguistic interactions between parents and their children are frequently studied to investigate how children acquire language. From observations, researchers have identified interaction strategies that foster children’s language development. In turn, interventions to support children’s early language skills employ styles of interaction derived fro...
Article
Full-text available
Background: Children with persistent speech disorder (PSD) are at higher risk of difficulties with literacy, with some evidence suggesting an association with poorer educational attainment. However, studies to date have either used small clinical samples, which exclude children who have not been referred to clinical services, or relied on parent-t...
Article
Full-text available
Background Collaboration between parents and speech and language therapists (SLTs) is seen as a key element in family‐centred models. Collaboration can have positive impacts on parental and children's outcomes. However, collaborative practice has not been well described and researched in speech and language therapy for children and may not be easy...
Article
Full-text available
Background Linguistic comprehension and narrative skills encapsulate a complex array of grammatical and semantic skills that underpin complex reading comprehension processes. However, most research in this area has focused on children with reading difficulties and not on typically developing children. Also the research has mostly focused on short‐t...
Article
Background: The existing evidence is limited in terms of perspectives of pre-school children with speech and language needs, and their views on activities used to support their needs. This paper discusses a stream of work from the interdisciplinary research programme known as ['Child Talk', based in England, UK. The overall purpose of this work st...
Poster
Full-text available
Collaborative practice is a universal SLT aspiration, but each SLT has a personal skill and attitude range; specific implementation is determined by characteristics of the individual family.
Article
Full-text available
Background: Several studies have suggested that practitioners hold speech and language therapy (SLT) practice as tacit and consequently it is difficult for the therapist to describe. The current study uses a range of knowledge elicitation (KE) approaches, a technique not used before in SLT, as a way of accessing this tacit knowledge. There is curr...
Article
Background An association between social disadvantage and early language development is commonly reported in the literature, but less attention has been paid to the way that different aspects of social disadvantage affect both expressive and receptive language in the first 2 years of life. Aims To examine the contributions of gender, parental repor...
Poster
Full-text available
Background Professional practice is commonly systematised in practice guidelines and in text books. However, much practice knowledge is held at a tacit level and rarely documented in the research literature. It is therefore challenging to compare or to fully evaluate practice decisions. The aim of the study was to explore therapists’ understanding...
Article
Background Parents’ play an essential role in Parent–Child Interaction Therapy (PCIT) as the primary agent of intervention with their child. Unfortunately, speech and language therapists (SLTs) report that parents’ engagement is challenging when conducting PCIT. Although focusing on and stimulating the engagement of parents, when needed, can increa...
Article
There are policy and theoretical drivers for listening directly to children's perspectives. These perspectives can provide insights to children's experiences of their daily lives and ways in which they construct their multiple identities. Qualitative methodology is a useful research paradigm with regard to exploring children's experiences. However,...
Article
Purpose: Children with speech and language disorders are at risk in relation to psychological and social well-being. The aim of this study was to understand the experiences of these children from their own perspectives focusing on risks to their well-being and protective indicators that may promote resilience. Method: Eleven 9- to 12-year-old ch...
Article
Background Multiple interventions have been developed to address speech sound disorder (SSD) in children. Many of these have been evaluated but the evidence for these has not been considered within a model which categorizes types of intervention. The opportunity to carry out a systematic review of interventions for SSD arose as part of a larger sca...
Article
Early childhood educators are frequently called on to support preschool-aged children with speech sound disorders and to engage these children in activities that target their speech production. This study explored factors that acted as facilitators and/or barriers to the provision of computer-based support for children with speech sound disorders (...
Conference Paper
Introduction Evidence and knowledge tend to be narrowly defined and variously valued. Often the question “Is it evidence-based?” relates only to systematic research evidence regarding a treatment. This interpretation of a therapy’s validity while appropriate is often narrow and leaves therapists and patients with unanswered questions regarding curr...
Article
Purpose: The aim was to evaluate the effectiveness of computer-assisted input-based intervention for children with speech sound disorders (SSD). Method: The Sound Start Study was a cluster-randomized controlled trial. Seventy-nine early childhood centers were invited to participate, 45 were recruited, and 1,205 parents and educators of 4- and 5-...
Article
Full-text available
Background: Evidence-based practice includes research evidence, clinical expertise and stakeholder perspectives. Stakeholder perspectives are important and include parental ethno-theories, which embrace views about many aspects of speech, language and communication, language development, and interventions. The Developmental Niche Framework provide...
Data
Evidence-based practice is all about including the individual clinical expertise with the best research and the knowledge, views and values of the people using the service in order to improve the service and decision making process for care. This paper looks at parental views and beliefs about language development, delay and treatment, using two mo...
Article
Purpose: During early childhood, it is important to identify which children require intervention before they face the increased demands of school. This study aimed to: (1) compare parents’ and educators’ concerns, (2) examine inter-rater reliability between parents’ and educators’ concerns and (3) determine the group difference between level of con...
Article
Background: Implementation fidelity refers to the degree to which an intervention or programme adheres to its original design. This paper examines implementation fidelity in the Sound Start Study, a clustered randomised controlled trial of computer-assisted support for children with speech sound disorders (SSD). Method: Sixty-three children with...
Article
Purpose: There has been debate about labels in relation to speech and language impairments. However, children's views are missing from this debate, which is risky considering that labels with negative associations may result in stigma. The aim of this study was to explore the range of identities which children with primary speech and language impa...
Data
Description of all variables included in the first stage univariable analysis of demographic and school-age predictor variables associated with persistent SSD
Data
Results of first stage univariable analysis and descriptive statistics for demographic and school-age predictor variables associated with persistent SSD
Data
Description of all variables included in the first stage univariable analysis of demographic and early childhood predictor variables associated with persistent SSD
Data
Results of first stage univariable analysis and descriptive statistics for demographic and early childhood variables associated with persistent SSD
Article
Full-text available
Purpose: The purpose of this study was to determine prevalence and predictors of persistent speech sound disorder (SSD) in children aged 8 years after disregarding children presenting solely with common clinical distortions (i.e., residual errors). Method: Data from the Avon Longitudinal Study of Parents and Children (Boyd et al., 2012) were use...
Article
A common early intervention approach for preschool children with language problems is parent–child interaction therapy (PCIT). PCIT has positive effects for children with expressive language problems. It appears that speech and language therapists (SLTs) conduct this therapy in many different ways. This might be because of the variety of approaches...
Poster
Full-text available
There is increasing emphasis on the value that involving members of the public and patients as research partners adds to the quality of research. However, the impact that involvement has on the partners themselves is not frequently captured or reported. The ‘Child Talk’ (CT) research programme aimed to develop an evidence-based framework that could...
Poster
Full-text available
Traditionally, childhood and children’s lives have been explored solely through the views and understanding of their adult carers who claim to speak for children, thus excluding the child from the research process. Children possess distinctive cognitive and social developmental characteristics which the researcher, wishing to work with child inform...
Article
Full-text available
Abstract Background The Child Talk study aimed to develop an evidence-based framework to support the decision-making of speech and language therapists (SLTs) as they design and plan interventions appropriate to the needs of individual children with primary speech and language impairments and their families. The need for early identification and e...
Article
This paper examines the relationship between components of evidence-based practice (clinical expertise, patient perspective and research evidence). Findings are examined from two research programs: the Better Communication Research Program and Child Talk, including exploratory studies of the views of parents and children regarding speech-language p...
Presentation
Full-text available
The implementation of evidence-based speech and language therapy requires practitioners to be aware of and to integrate research evidence with their own existing clinical knowledge, taking account of clients’ preferences; they are required to apply their conclusions judiciously and appropriately to any individual client. Systematic reviews have con...
Article
The importance of parent–child interaction (PCI) for language development has been well established. This has led many speech and language therapy (SLT) interventions to focus on modifying PCI as a means to improving children’s early language delay. However, the success of such programs is mixed. The current review compares PCI, observed in natural...
Data
Parent-child interaction, including the amount a parent talks and how they respond to what their child does and says, influences their child's speech and language. Supporting parents to make the most of their interactions is an important goal for speech and language therapy with young preschool children whose talking is delayed. However, supporting...
Article
Children and young people with speech, language and communication needs raise considerable challenges for professionals in terms of the identification of and the nature of their needs and the provision of effective intervention. Drawing on 19 reports emanating from the Better Communication Research Programme, the current paper provides an evidence...
Presentation
Full-text available
Systematic reviews of interventions for children with speech and language impairments have shown some evidence of effectiveness for some interventions [3,4]. However, there is also evidence of a gap between the therapy speech and language therapists deliver and the evidence to support current practice [5]. Furthermore, for interventions to be appro...
Presentation
Full-text available
Traditionally, childhood and children’s lives have been explored solely through the views and understanding of their adult carers (parents/ grandparents/ guardians/ teachers etc) who claim to speak for children. This excludes the child from the research process. This view is being challenged by researchers and practitioners who acknowledge children...
Presentation
Full-text available
To date there have been a number of systematic literature reviews that have examined the effectiveness of interventions for children with speech sound disorders (SSD). Generally the results of these reviews have been encouraging although they have often highlighted the fact that much of the evidence is at a relatively low level and that therefore c...
Presentation
Full-text available
This paper presents the results of two written surveys designed to identify interventions that speech and language therapists (SLTs) in England commonly use with preschool children with primary speech and language impairment (PSLI) and to examine what might lead SLTs to modify their interventions. Children with speech and language impairments are c...
Presentation
Full-text available
Systematic reviews indicate that there is some evidence to support interventions for preschool children with primary speech and language impairments (PSLI). However, some interventions work best with particular populations. There is also a degree of overlap between the components of interventions. Yet the evidence does not distinguish which particu...
Poster
Introduction It usually requires a great deal of time and resources to collect language samples The LENA (Language ENvironment Analysis) system provides a new opportunity to collect all-day recordings in a child’s natural environment1 LENA uses a Digital Language Processor (DLP) to record up to 16 hours of audio, without researcher presence2 Audio...
Poster
Full-text available
Introduction Parent-child interaction (PCI) has been shown to influence children’s language development Many language interventions aim to modify PCI to drive changes in children’s language, based on factors found to be positively associated with typically developing (TD) language The success of these programmes has been mixed This review was inter...
Poster
Full-text available
It is important that children are recognised as integral to the process and practice of the speech and language therapy (SLT) interventions they receive and therefore that their views and experiences are understood. This can be challenging with very young children. Although practitioners evaluate children’s engagement in interventions as an ongoing...
Poster
Full-text available
Although systematic reviews indicate that there is evidence to support interventions for preschool children with PSLI. However, some interventions work best only with particular population. There is also a degree of overlap between interventions. Yet the evidence does not distinguish what particular components of interventions are the active ingred...
Poster
Full-text available
Child language learning is thought to be influenced by biological factors in the child and environmental factors in the context. This systematic review investigated the evidence for the interventions for children with primary speech and language impairment (PSLI) to determine what research evidence exists to support the use of specific intervention...
Article
Full-text available
Abstract The World Report on Disability takes a broad emphasis on disability. In their paper on the implications of this report for speech-language pathology and for people with communication disabilities, Wylie, McAllister, Davidson, and Marshall (2013) emphasize the importance of promoting a broader view of communication disability. This commenta...
Article
This review investigated what is known about the impact of bilingualism on children’s phonemic awareness. Studies of bilingual children where one language was English were identified by searching electronic databases and bibliographies from the last 50 years. Thirteen studies were analysed thematically and summarized in terms of methods and key fin...
Data
The World Report on Disability takes a broad view on disability, and includes a wide range of disabilities. Many believe this should be the same for communication disability, and seek to promote a broader view of communication disability. It is important we include communication disability within the broad range of disabilities in the World Report...
Article
Children who are bilingual and have speech sound disorder are likely to be under-referred, possibly due to confusion about typical speech acquisition in bilingual children. To investigate what is known about the impact of bilingualism on children's acquisition of speech in English to facilitate the identification and treatment of bilingual children...
Poster
Full-text available
Systematic reviews of interventions for children with primary speech and language impairment (PSLI) show evidence of positive results, particularly for children with expressive vocabulary and phonological impairments. However the intervention programmes used in common practice are not always those with research evidence; furthermore there is eviden...
Article
This article reports a series of interviews with education and health practitioners. The aims were to identify interventions used in practice with children with speech, language and communication needs, to explore explanations for the choice of intervention and to identify the ways that outcomes were measured. Participants (n = 61) included educati...
Presentation
Full-text available
Traditionally, childhood and children’s lives have been explored solely through the views and understandings of their adult caretakers (parents/ grandparents/ guardians/ teachers etc) who claim to speak for children. This renders the child as an object and excludes them from the research process. This view is being challenged by researchers and pra...
Article
Unlabelled: Speech disorder that continues into middle childhood is rarely studied compared with speech disorder in the early years. Speech production in single words, connected speech and nonword repetition was assessed for 7390 eight-year-old children within the Avon Longitudinal Study of Parents and Children (ALSPAC). The majority (n=6399) had...
Article
Objective (1) To examine the evidence for the effectiveness of differences in timing and type of speech and language therapy for children with cleft palate with or without a cleft lip and (2) to identify types of interventions assessed. Design Nine databases, including MEDLINE and EMBASE, were searched between inception and March 2011 to identify...
Article
As part of a large-scale study of children's development, 7390 children were assessed on a range of speech tasks. These were used to identify three groups of children with speech errors within the sample: persistent speech disorder (PSD); speech errors but below the threshold for classification as persistent speech disorder (non-PSD); and common cl...
Article
Children have the right to express their views and influence decisions in matters that affect them. Yet decisions regarding speech-language pathology are often made on their behalf, and research into the perspectives of children who receive speech-language pathology intervention is currently limited. This paper reports a qualitative study which exp...
Article
A consideration of evidence-based practice has led many to debate the nature of evidence. Rejecting the idea that randomized controlled trials should be the only legitimate source of evidence, writers have argued that other types of research and knowledge should be considered legitimate sources of evidence. This paper suggests that one should draw...
Article
Full-text available
Introduction Most children develop speech and language skills effortlessly, but some are slow to develop these skills and then go on to struggle with literacy and academic skills throughout their schooling. It is the first few years of life that are critical to their subsequent performance. This project looks at what we know about the early communi...
Article
This paper expands on the lead article by Hersh (2010) regarding a number of challenges that face speech-language pathologists (SLPs) when ending therapy, in this case focusing on children's speech and language impairment. Children's speech and language impairments are often long-term with impacts on other aspects of their functioning; there is lit...