A one day online training day 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.
Find out more information regarding Assessment kits here.
*This course will shortly be available as an online training course using the learning platform 'Moodle', the training will not be delivered via Zoom. If you are interested in the online course then please contact us.
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
ESB training will be beneficial for speech and language therapists, psychologists, paediatricians and others concerned with communication problems in children. It will help with understanding and diagnosis of difficulties, and support for children, families and teachers. For more information about the training requirements for the ESB see https://www.hogrefe.co.uk/shop/early-sociocognitive-battery-esb.html
In line with those required for entry into undergraduate/postgraduate degree courses in Speech and Language Therapy
Full certification in the use of the ESB requires attendance at the one day training course.
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.
Roy, P., & Chiat, S. (2019). The Early Sociocognitive Battery: a clinical tool for early identification of children at risk for social communication difficulties and ASD? INT J LANG COMMUN DISORD, XXXX 2019,VOL. 00, NO. 0, 1–12. DOI: 10.1111/1460-6984.12477
Lauren J. Taylor · Tony Charman · Patricia Howlin · Vicky Slonims · Jonathan Green The PACT-G Consortium (2020) Brief Report: Associations Between Preverbal Social Communication Skills, Language and Symptom Severity in Children with Autism:An Investigation Using the Early Sociocognitive Battery. doi.org/10.1007/s10803-020-04364-z
Video link to watch: https://vimeo.com/245744628
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