Therapy: Introduction

The Moor House Therapy department consists of 13 full time equivalent Speech and Language Therapists and three full time equivalent Occupational Therapists. The department also benefits from a full time Speech and Language Therapy Assistant and an Occupational Therapy Assistant. Each pupil is assigned a core Therapist who co-ordinates the most appropriate speech and language and occupational therapy programme for the pupil. We are therefore able to provide individualised intensive Therapy programmes to meet each individual's needs. As well as providing direct individual and group therapy, we also provide integrated Therapy packages planned and delivered colaboratively within a multi-disciplinary team of Teaching, Residential, and Therapy staff. The pupils at Moor House School also benefit from access to a Consultant Paediatrician, School Counsellor, Educational Psychologist and an Art Psychotherapist.

The Therapy department is committed to developing the following areas:

Research and Development

It is the aim of the department to train and support staff to understand each pupil's impairment. Induction training is provided to all new staff and a regular programme is provided to Residential Care staff.

The school works with several universities to provide training and co-operates with them on research projects. There are student placements from University College and City University, London and Reading University.

We have a part time Research and Development Co-ordinator who is responsible for supporting the Therapists in carrying out Intervention studies and ensuring that the most up-to-date research findings inform practice.

Evidence Based Practice

The Therapy Department uses a system of outcome measurement for therapy objectives and targets. The system is based on the East Kent Outcome System (EKOS), but modifications have been made to streamline the procedure with the existing system of target setting, linked with pupils' individual action plans (IAPs). The pupil contricutes to this system also, to ensure Therapists are working in a client centred way.

Objectives for therapy will continue to be set on an annual basis in line with the IAP and these annual objectives will then be broken down into specific termly targets. At the end of each term, the outcome of each target is evaluated and the overall outcome for the term is calculated. 70% achievement of objectives or higher represents a good outcome. Factors contributing to a poor outcome are identified using a coding system.

The Head of Therapy and the Therapy Team Leaders carry out annual audits of the system. Outcome measurement enable the therapy department to examine and refine service delivery as well as providing valuable information regarding what is effective in the nature of such work. It is anticipated that improved service delivery will also be facilitated via sharing aspects of good practice.

Areas of Intervention

Each pupil is assigned to a nominated therapist who co-ordinates and identifies the most appropriate speech and language therapy programme for the pupil's present disorder within the umbrella term 'specific language impairment'. The therapist identifies the impact of the disorder on curriculum learning.

The therapist provides input across the areas of language. These are usually subdivide into the following:

Receptive Language -- the comprehension and processing of language, including attention skill, semantic knowledge, understanding of grammar and understanding of written materials.

Expressive Language -- organisation of spoken language, including grammar, vocabulary, speech, voice and phonological awareness.

Social Skills -- the appropriate use of language (pragmatics)