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Training in the use of the Early Sociocognitive Battery (ESB): an assessment for preschool children with language and communication difficulties City Health

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Key information

Application deadline:
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Duration:
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Time:
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Course code:
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Location:
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Course overview

A one day training in the use of the Early Sociocognitive Battery (ESB). The course will provide attendees with the skills required to reliably administer, score and interpret the results of the preschool assessment. The day includes background information and the evidence base, use of videos, training and practice in scoring and interpreting results.

Assessment kits will be available for purchase on completion of training for £200 per kit.

Course outcomes

Course outcomes

Training in the administration of the ESB, including scoring and interpretation of results

Gain an understanding of:

i) the sociocognitive skills assessed and their relation to language and communication difficulties

ii) how children's performance on the ESB can inform therapeutic intervention

iii) how the ESB supports working with parents by providing a way of communicating the nature of their children's difficulties and their needs

Eligibility

Eligibility

Prerequisite knowledge

Speech and language therapists registered with HCPC, paediatricians, psychologists and teachers.

English requirements

In line with those required for entry into undergraduate/postgraduate degree courses in Speech and Language Therapy

Assessment

Assessment

Full certification in the use of the ESB requires attendance at the one day training course.

Recommended reading

Recommended reading

http://www.city.ac.uk/health/research/centre-for-language-communication-sciences-research/veps-very-early-processing-skills see Early Sociocognitive Battery (Roy & Chiat)

Chiat, S. & Roy, P. (2008). Early phonological and sociocognitive skills as predictors of later language and social communication outcomes. Journal of Child Psychology and Psychiatry, 49, 635-645.

Chiat, S. & Roy, P. (2013). Early predictors of language and social communication impairments at 9-11 years: A follow-up study of early-referred children. Journal of Speech, Language, and Hearing Research, 56, 1824–1836. doi:10.1044/1092-4388(2013/12-0249).

Roy, P., & Chiat, S. (2014). Developmental pathways of language and social communication problems in 9–11 year olds: Unpicking the heterogeneity. Research in Developmental Disabilities, 35, 2534–254.