{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,14]],"date-time":"2026-10-14T10:16:26Z","timestamp":1791972986119,"version":"4.3.4"},"reference-count":63,"publisher":"Wiley","issue":"5","license":[{"start":{"date-parts":[[2013,7,3]],"date-time":"2013-07-03T00:00:00Z","timestamp":1372809600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Intl J Lang &amp;amp; Comm Disor"],"published-print":{"date-parts":[[2013,9]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:sec><jats:title>Background<\/jats:title><jats:p>Historically speech and language therapy services for children have been framed within a rehabilitative framework with explicit assumptions made about providing therapy to individuals. While this is clearly important in many cases, we argue that this model needs revisiting for a number of reasons. First, our understanding of the nature of disability, and therefore communication disabilities, has changed over the past century. Second, there is an increasing understanding of the impact that the social gradient has on early communication difficulties. Finally, understanding how these factors interact with one other and have an impact across the life course remains poorly understood.<\/jats:p><\/jats:sec><jats:sec><jats:title>Aims<\/jats:title><jats:p>To describe the public health paradigm and explore its implications for speech and language therapy with children.<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods &amp; Procedures<\/jats:title><jats:p>We test the application of public health methodologies to speech and language therapy services by looking at four dimensions of service delivery: (1) the uptake of services and whether those children who need services receive them; (2) the development of universal prevention services in relation to social disadvantage; (3) the risk of over\u2010interpreting co\u2010morbidity from clinical samples; and (4) the overlap between communicative competence and mental health.<\/jats:p><\/jats:sec><jats:sec><jats:title>Outcomes &amp; Conclusions<\/jats:title><jats:p>It is concluded that there is a strong case for speech and language therapy services to be reconceptualized to respond to the needs of the whole population and according to socially determined needs, focusing on primary prevention. This is not to disregard individual need, but to highlight the needs of the population as a whole. Although the socio\u2010political context is different between countries, we maintain that this is relevant wherever speech and language therapists have a responsibility for covering whole populations. Finally, we recommend that speech and language therapy services be conceptualized within the framework laid down in The Ottawa Charter for Health Promotion.<\/jats:p><\/jats:sec>","DOI":"10.1111\/1460-6984.12027","type":"journal-article","created":{"date-parts":[[2013,7,3]],"date-time":"2013-07-03T22:57:59Z","timestamp":1372892279000},"page":"486-496","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":140,"title":["Child speech, language and communication need re\u2010examined in a public health context: a new direction for the speech and language therapy profession"],"prefix":"10.1111","volume":"48","author":[{"given":"James","family":"Law","sequence":"first","affiliation":[{"name":"Speech and Language Sciences, Newcastle University Newcastle upon Tyne UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Sheena","family":"Reilly","sequence":"additional","affiliation":[{"name":"University of Melbourne Melbourne VIC Australia"},{"name":"Murdoch Children's Research Institute Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Pamela C.","family":"Snow","sequence":"additional","affiliation":[{"name":"School of Psychology and Psychiatry, Monash University Melbourne VIC Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2013,7,3]]},"reference":[{"key":"e_1_2_8_2_1","volume-title":"Diagnostic and Statistical Manual of Mental Disorders","author":"American Psychiatric Association (APA)","year":"2000"},{"key":"e_1_2_8_3_1","doi-asserted-by":"publisher","DOI":"10.3109\/17549500903104447"},{"key":"e_1_2_8_4_1","doi-asserted-by":"publisher","DOI":"10.1097\/00001163-200501000-00003"},{"key":"e_1_2_8_5_1","volume-title":"The New Public Health: An Australian Perspective","author":"Baum F.","year":"2002"},{"key":"e_1_2_8_6_1","volume-title":"The Bercow Report: A Review of Services for Children and Young People (0\u201319) with Speech, Language and Communication Needs","author":"Bercow J.","year":"2008"},{"key":"e_1_2_8_7_1","doi-asserted-by":"publisher","DOI":"10.1044\/1092-4388(2002\/088)"},{"key":"e_1_2_8_8_1","doi-asserted-by":"publisher","DOI":"10.1080\/14417040500055060"},{"key":"e_1_2_8_9_1","volume-title":"Developing a Communication Supporting Classroom Observation Tool","author":"Dockrell J. 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