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.
Find out more information regarding Assessment kits here.
Please note that the dates of January 29th and March 25th 2020 will take place in the Hogrefe office in Oxford.
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
Speech and language therapists registered with HCPC, paediatricians, psychologists and teachers.
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.