Supporting children and young people with developmental language disorder: An exploration of the role of the educational psychologist

Abstract

Developmental language disorder (DLD) affects approximately 7-8% of children and young people (CYP) in England (Norbury et al., 2016). CYP with DLD experience persistent, stable language difficulties (Bishop et al., 2017). In addition, they are more likely to experience cognitive (Cross et al., 2019; Durkin et al., 2013; McGregor, 2020), social (Conti-Ramsden et al., 2019; Mok et al., 2014) and emotional difficulties (Fujiki et al., 2002; Maggio et al., 2014; Pickles et al., 2016) in comparison to their peers. Educational psychologists (EPs) support CYP with a range of needs, across a variety of settings (Hill, 2013). Yet, literature exploring the practice of EPs, in relation to supporting CYP whose primary area of need is language, is sparse (Vivash et al., 2018). Research suggests that EPs lack role clarity in relation to speech and language therapists (SaLTs) (Sedgwick & Stothard, 2019) which extends to multi agency work (Birch et al., 2023; Dunsmuir, 2006). The purpose of this research project is to consider the role of the EP in supporting CYP with DLD. Role theory is drawn upon to inform the research (Biddle, 1979). The research project adopts a two-phase design. The aim of Phase 1 is to explore the current practice of EPs (N = 65) when supporting CYP with DLD using an online questionnaire. The aims of Phase 2 are twofold: to consider the role of the EP in relation to the SaLT and to explore the current factors which impact multi-agency work, between EPs and SaLTs, when considering support for CYP with DLD. Phase 2 of the research is comprised of mixed-professional focus groups involving EPs and SaLTs (N = 11). Results from Phase 1 suggest that, when supporting CYP with DLD, EPs most frequently: identify potential language difficulties, assess language skills, make recommendations about interventions, and engage in consultation. In addition, data collected about perceptions of confidence in these areas of practice give insight into 2 areas for potential development for EPs including their confidence in assessing language skills and recommending specific, targeted language interventions. Findings from Phase 2 outline the potentially unique contribution of EPs when supporting CYP with DLD which includes the initial identification of language difficulties, adopting a holistic approach to assessment, drawing upon psychological theories and frameworks and engaging in consultation. In addition, reported differences between the support provided to CYP with DLD by primary and secondary schools reveals a potentially pivotal role EPs have in supporting secondary school staff in their ability to identify and support CYP with DLD. Furthermore, Phase 2 identifies a range of current factors which impact multi-agency work, between EPs and SaLTs, when considering support for CYP with DLD including, systemic barriers, logistical issues and relationships. In addition, the findings from Phase 2 reveal how the impact of education, health and care (EHC) needs assessments impact multi-agency work. The research concludes with implications and recommendations for practice.