Adams, C., Clarke, E., & Haynes, R. (2009). Inference and sentence comprehension in children with specific or pragmatic language impairments. International Journal of Language & Communication Disorders, 44(3), 301–318. https://doi.org/10.1080/13682820802051788
Adams, C., Lockton, E., Freed, J., Gaile, J., Earl, G., McBean, K., Nash, M., Green, J., Vail, A., & Law, J. (2012). The Social Communication Intervention Project: a randomized controlled trial of the effectiveness of speech and language therapy for school-age children who have pragmatic and social communication problems with or without autism spectrum disorder. International Journal of Language & Communication Disorders, 47(3), 233–244. https://doi.org/10.1111/j.1460-6984.2011.00146.x
Ages and Stages | Talking Point. (n.d.). http://www.talkingpoint.org.uk/ages-and-stages
autism-in-under-19s-recognition-referral-and-diagnosis-35109456621253. (n.d.). https://www.nice.org.uk/guidance/cg128/resources/autism-in-under-19s-recognition-referral-and-diagnosis-35109456621253
Baird, G., & Norbury, C. F. (2016). Social (pragmatic) communication disorders and autism spectrum disorder: Table 1. Archives of Disease in Childhood, 101(8), 745–751. https://doi.org/10.1136/archdischild-2014-306944
Baxendale, J., Lockton, E., Adams, C., & Gaile, J. (2013). Parent and teacher perceptions of participation and outcomes in an intensive communication intervention for children with pragmatic language impairment. International Journal of Language & Communication Disorders, 48(1), 41–53. https://doi.org/10.1111/j.1460-6984.2012.00202.x
Bishop, D. V. M. (2014). Uncommon understanding: development and disorders of language comprehension in children (Classic edition). Psychology Press, Taylor & Francis Group. http://dx.doi.org/10.4324/9780203381472
Boyle, J. M., McCartney, E., O’Hare, A., & Forbes, J. (2009). Direct versus indirect and individual versus group modes of language therapy for children with primary language impairment: principal outcomes from a randomized controlled trial and economic evaluation. International Journal of Language & Communication Disorders, 44(6), 826–846. https://doi.org/10.1080/13682820802371848
Ciccone, N., Hennessey, N., & Stokes, S. F. (2012). Community-based early intervention for language delay: a preliminary investigation. International Journal of Language & Communication Disorders, 47(4), 467–470. https://doi.org/10.1111/j.1460-6984.2012.00149.x
Coleman, M., & Gillberg, C. (2011). The Autisms. Oxford University Press. https://doi.org/10.1093/med/9780199732128.001.0001
Cooke, J., Williams, D., & Latham, C. (2003). Working with children’s language (Rev. ed). Speechmark.
Cross, M. (2011). Children with social, emotional and behavioural difficulties and communication problems: there is always a reason (2nd ed) [Electronic resource]. Jessica Kingsley. http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9780857003263
Dawes, E., Leitão, S., Claessen, M., & Kane, R. (2018). A profile of the language and cognitive skills contributing to oral inferential comprehension in young children with developmental language disorder. International Journal of Language & Communication Disorders, 53(6), 1139–1149. https://doi.org/10.1111/1460-6984.12427
Derbyshire Language Scheme -. (n.d.). https://www.derbyshire-language-scheme.co.uk/cgi-bin/live/ecommerce.pl?site=derbyshire-language-scheme.co.uk&state=page&page=programme
Desmarais, C., Nadeau, L., Trudeau, N., Filiatrault-Veilleux, P., & Maxès-Fournier, C. (2013). Intervention for improving comprehension in 4–6 year old children with specific language impairment: practicing inferencing is a good thing. Clinical Linguistics & Phonetics, 27(6–7), 540–552. https://doi.org/10.3109/02699206.2013.791880
Developmental Disorders of Language Learning and Cognition. (n.d.). http://www.UCL.eblib.com/patron/Read.aspx?p=1166316&pg=1
Dorothy V Bishop. (2016). CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development. Phase 2. Terminology. https://doi.org/10.7287/peerj.preprints.2484v1
DSM-5 Diagnostic Criteria | What is Autism?/Diagnosis | Autism Speaks. (n.d.). https://www.autismspeaks.org/what-autism/diagnosis/dsm-5-diagnostic-criteria
Dynamic Assessment of Narratives: Efficient, Accurate Identification of Language Impairment in Bilingual Students - 2016_JSLHR-L-15-0426. (n.d.). https://pubs-asha-org.libproxy.ucl.ac.uk/doi/pdf/10.1044/2016_JSLHR-L-15-0426
Ebbels, S. (2014). Effectiveness of intervention for grammar in school-aged children with primary language impairments: A review of the evidence. Child Language Teaching and Therapy, 30(1), 7–40. https://doi.org/10.1177/0265659013512321
Ebbels, S. H., Nicoll, H., Clark, B., Eachus, B., Gallagher, A. L., Horniman, K., Jennings, M., McEvoy, K., Nimmo, L., & Turner, G. (2012). Effectiveness of semantic therapy for word-finding difficulties in pupils with persistent language impairments: a randomized control trial. International Journal of Language & Communication Disorders, 47(1), 35–51. https://doi.org/10.1111/j.1460-6984.2011.00073.x
Edited By Judy Clegg, Jane Ginsborg. (n.d.). Language and Social Disadvantage: Theory into Practice. John Wiley & Sons Ltd. https://www-dawsonera-com.libproxy.ucl.ac.uk/abstract/9780470029114
Elks, L., McLachlan, H., & Blank, M. (2012). TALC: Test of Abstract Language Comprehension (2nd ed). Elklan.
Evaluating social (pragmatic) communication disorder. (n.d.). http://onlinelibrary.wiley.com/doi/10.1111/jcpp.12785/epdf
F. Norbury, C. (n.d.). Practitioner Review: Social (pragmatic) communication disorder conceptualization, evidence and clinical implications. http://onlinelibrary.wiley.com.libproxy.ucl.ac.uk/doi/10.1111/jcpp.12154/epdf
Falkus, G., Tilley, C., Thomas, C., Hockey, H., Kennedy, A., Arnold, T., Thorburn, B., Jones, K., Patel, B., Pimenta, C., Shah, R., Tweedie, F., O’Brien, F., Earney, R., & Pring, T. (2015). Assessing the effectiveness of parent-child interaction therapy with language delayed children: A clinical investigation. Child Language Teaching and Therapy. https://doi.org/10.1177/0265659015574918
Fey, M. E., Long, S. H., & Finestack, L. H. (2003). Ten Principles of Grammar Facilitation for Children With Specific Language Impairments. American Journal of Speech-Language Pathology, 12(1). https://doi.org/10.1044/1058-0360(2003/048)
Filiatrault-Veilleux, P., Bouchard, C., Trudeau, N., & Desmarais, C. (2015). Inferential comprehension of 3-6 year olds within the context of story grammar: a scoping review. International Journal of Language & Communication Disorders, 50(6), 737–749. https://doi.org/10.1111/1460-6984.12175
Frederickson, N., & Cline, T. (2009). Special educational needs, inclusion and diversity (2nd ed). Open University Press/McGraw Hill Education.
Gibson, J., Adams, C., Lockton, E., & Green, J. (2013). Social communication disorder outside autism? A diagnostic classification approach to delineating pragmatic language impairment, high functioning autism and specific language impairment. Journal of Child Psychology and Psychiatry, 54(11), 1186–1197. https://doi.org/10.1111/jcpp.12079
Hasson, NatalieJoffe, Victoria. (n.d.). Child Language Teaching and Therapy. 1, 9–25. http://search.proquest.com/docview/200599436?OpenUrlRefId=info:xri/sid:primo&accountid=14511
Help your child to talk: RCSLT leaflet. (n.d.). https://www.rcslt.org/-/media/Project/RCSLT/help-your-child-to-talk.pdf
Joffe, V. L., Cain, K., & Marić, N. (2007). Comprehension problems in children with specific language impairment: does mental imagery training help? International Journal of Language & Communication Disorders, 42(6), 648–664. https://doi.org/10.1080/13682820601084402
Kelly, A. (2000). Working with adults with a learning disability: Vol. A Winslow practical therapy manual. Winslow. https://ucl-new-primo.hosted.exlibrisgroup.com/permalink/f/1klfcc3/TN_cdi_informaworld_taylorfrancisbooks_10_4324_9781315172521_version2
Kersner, M., & Wright, J. A. (2012). Speech and language therapy: the decision-making process when working with children (2nd ed). Routledge.
Klatte, I. S., & Roulstone, S. (2016). The practical side of working with parent–child interaction therapy with preschool children with language impairments. Child Language Teaching and Therapy, 32(3), 345–359. https://doi.org/10.1177/0265659016641999
Law, J. (2000). Chapter 1: Children’s communication : development and difficulties. In Communicarion difficulties in childhood : a practical guide (pp. 3–31). Radcliffe Publishing Oxford.
Law, J., & Elias, J. (1996). Getting started: the development of speech and language. In Trouble talking : a guide for the parents of children with speech and language difficulties (pp. 18–33). Jessica Kingsley.
Law_et_al_Early_Language_Development_final.pdf. (n.d.). https://educationendowmentfoundation.org.uk/public/files/Law_et_al_Early_Language_Development_final.pdf
Lees, J., & Urwin, S. (1997a). Children with language disorders: Vol. Whurr Publishers’ books on communication disorders (2nd ed). Whurr.
Lees, J., & Urwin, S. (1997b). Children with language disorders: Vol. Whurr Publishers’ books on communication disorders (2nd ed). Whurr.
Leonard, L. B. (2014). Children with specific language impairment: Vol. Language, speech, and communication (Second edition). The MIT Press. https://ucl-new-primo.hosted.exlibrisgroup.com/permalink/f/luapog/UCL_LMS_DS51219058180004761
Marinis, T., Armon-Lotem, S., & Pontikas, G. (2017). Language impairment in bilingual children. Linguistic Approaches to Bilingualism, 7(3–4), 265–276. https://doi.org/10.1075/lab.00001.mar
Martin, D., & Miller, C. (2003). Ways of thinking about language. In Speech and language difficulties in the classroom (pp. 1–17). David Fulton.
McCauley, R. J., & Fey, M. E. (2006). Treatment of language disorders in children: Vol. Communication and language intervention series. Paul H. Brookes Pub.
McClintock, B., Pesco, D., & Martin-Chang, S. (2014). Thinking aloud: effects on text comprehension by children with specific language impairment and their peers. International Journal of Language & Communication Disorders, 49(6), 637–648. https://doi.org/10.1111/1460-6984.12081
Norbury, C., Tomblin, J. B., Bishop, D. V. M., & Association for All Speech-Impaired Children. (2008a). Understanding developmental language disorders: from theory to practice. Psychology Press.
Norbury, C., Tomblin, J. B., Bishop, D. V. M., & Association for All Speech-Impaired Children. (2008b). Understanding developmental language disorders: from theory to practice. Psychology Press. https://www.vlebooks.com/Product/Index/65863?page=0&startBookmarkId=-1
Parsons, S., & Branagan, A. (2005). Language for thinking: a structured approach for young children: Vol. A Speechmark classroom resource. Speechmark.
Paul, R., & Norbury, C. (2012a). Language disorders from infancy through adolescence: listening, speaking, reading, writing, and communicating (4th ed). Elsevier Mosby.
Paul, R., & Norbury, C. (2012b). Language disorders from infancy through adolescence: listening, speaking, reading, writing, and communicating (4th ed). Elsevier Mosby.
Paul, R., Norbury, C., & Gosse, C. (2018). Language disorders from infancy through adolescence: listening, speaking, reading, writing, and communicating (Fifth edition). Elsevier. https://doi.org/10.1016/C2015-0-04093-X
Pickles, A., Le Couteur, A., Leadbitter, K., Salomone, E., Cole-Fletcher, R., Tobin, H., Gammer, I., Lowry, J., Vamvakas, G., Byford, S., Aldred, C., Slonims, V., McConachie, H., Howlin, P., Parr, J. R., Charman, T., & Green, J. (2016). Parent-mediated social communication therapy for young children with autism (PACT): long-term follow-up of a randomised controlled trial. The Lancet, 388(10059), 2501–2509. https://doi.org/10.1016/S0140-6736(16)31229-6
RADLD Campaign. (n.d.). https://www.youtube.com/user/RALLIcampaign
Reed, V. (2014a). An introduction to children with language disorders: Vol. Pearson custom library (Fourth edition). Pearson. https://www.dawsonera.com/guard/protected/dawson.jsp?name=https://shib-idp.ucl.ac.uk/shibboleth&dest=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9781292055053
Reed, V. (2014b). An introduction to children with language disorders: Vol. Pearson custom library (Fourth edition). Pearson. https://www.dawsonera.com/guard/protected/dawson.jsp?name=https://shib-idp.ucl.ac.uk/shibboleth&dest=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9781292055053
Reed, V. (2014c). An introduction to children with language disorders: Vol. Pearson custom library (Fourth edition). Pearson. https://www.dawsonera.com/guard/protected/dawson.jsp?name=https://shib-idp.ucl.ac.uk/shibboleth&dest=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9781292055053
Reed, V. (2014d). An introduction to children with language disorders: Vol. Pearson custom library (Fourth edition). Pearson. https://www.dawsonera.com/guard/protected/dawson.jsp?name=https://shib-idp.ucl.ac.uk/shibboleth&dest=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9781292055053
Reed, V. (2014e). An introduction to children with language disorders: Vol. Pearson custom library (Fourth edition). Pearson. https://www.dawsonera.com/guard/protected/dawson.jsp?name=https://shib-idp.ucl.ac.uk/shibboleth&dest=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9781292055053
Reed, V. A. (2012). Language and human communication (chapter 1). In An introduction to children with language disorders: Vol. The Allyn&Bacon Communication sciences and disorders series (4th ed, pp. 1–39). Pearson. https://www.vlebooks.com/Product/Index/437913?page=0&startBookmarkId=-1
Rees, R., Mahon, M., Herman, R., Newton, C., Craig, G., & Marriage, J. (2015). Communication Interventions for Families of Pre-School Deaf Children in the UK. Deafness & Education International, 17(2), 88–100. https://doi.org/10.1179/1557069X14Y.0000000043
Roberts, M. Y., & Kaiser, A. P. (2011). The Effectiveness of Parent-Implemented Language Interventions: A Meta-Analysis. American Journal of Speech-Language Pathology, 20(3), 180–199. https://doi.org/10.1044/1058-0360(2011/10-0055)
Roth, I., & Barson, C. (2010). The autism spectrum in the 21st century: exploring psychology, biology and practice. Jessica Kingsley Publishers.
Sharynne McLeod. (2009a). An holistic view of a child with unintelligible speech: Insights from the ICF and ICF-CY. Advances in Speech Language Pathology, 8(3), 293–315. http://www-tandfonline-com.libproxy.ucl.ac.uk/doi/full/10.1080/14417040600824944#abstract
Sharynne McLeod. (2009b). The ICF-CY and children with communication disabilities. International Journal of Speech-Language Pathology, 10(1), 92–109. http://www-tandfonline-com.libproxy.ucl.ac.uk/doi/full/10.1080/17549500701834690#abstract
Silberman, S. (2015). Neurotribes: the legacy of autism and the future of neurodiversity. Avery, a member of Penguin Random House.
Smith-Lock, K. M., Leitao, S., Lambert, L., & Nickels, L. (2013). Effective intervention for expressive grammar in children with specific language impairment. International Journal of Language & Communication Disorders, 48(3), 265–282. https://doi.org/10.1111/1460-6984.12003
Snowling, M. J., Duff, F. J., Nash, H. M., & Hulme, C. (2016). Language profiles and literacy outcomes of children with resolving, emerging, or persisting language impairments. Journal of Child Psychology and Psychiatry, 57(12), 1360–1369. https://doi.org/10.1111/jcpp.12497
The impact of nonverbal ability on prevalence and clinical presentation of language disorder: evidence from a population study. (n.d.). http://onlinelibrary.wiley.com/doi/10.1111/jcpp.12573/epdf
Tier 2 language intervention for diverse preschoolers: an early-stage randomized control group study following an analysis of response to intervention. (n.d.). http://ajslp.pubs.asha.org/epdf.aspx?doi=10.1044/2015_ajslp-14-0101
Wright, L., Pring, T., & Ebbels, S. (2018). Effectiveness of vocabulary intervention for older children with (developmental) language disorder. International Journal of Language & Communication Disorders, 53(3), 480–494. https://doi.org/10.1111/1460-6984.12361
Zambrana, I. M., Pons, F., Eadie, P., & Ystrom, E. (2014). Trajectories of language delay from age 3 to 5: persistence, recovery and late onset. International Journal of Language & Communication Disorders, 49(3), 304–316. https://doi.org/10.1111/1460-6984.12073
