{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,13]],"date-time":"2026-02-13T17:33:11Z","timestamp":1771003991968,"version":"3.50.1"},"reference-count":35,"publisher":"Wiley","issue":"4","license":[{"start":{"date-parts":[[2010,12,31]],"date-time":"2010-12-31T00:00:00Z","timestamp":1293753600000},"content-version":"vor","delay-in-days":4828,"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":[[1997,10,12]]},"abstract":"<jats:title>Abstracts<\/jats:title><jats:p>This research aimed to compare three different approaches to delivering a speech and language therapy service to people with learning disabilities, in order to make recommendations for future service delivery. The three approaches all involved working with key communication partners in the environment. They were: (i) working directly on a one\u2010to\u2010one basis with the person and partner; (ii) working indirectly by providing teaching for partners; and (iii) a combination of these two approaches. A teaching course called \u2018Talkabout\u2019 was used. Talkabout aims for staff to reach a recognised level of knowledge and competence in communication skills, thus facilitating the communication skills of their service users. The results indicated that whilst communication changed in all three approaches, overall changes were greater in the combination approach. Only the combination approach demonstrated statistically significant differences following intervention, in terms of staff initiations, service user responses, and their use of additional modalities.<\/jats:p><jats:p>Le but de cette recherche a \u00e9t\u00e9 de comparer trois m\u00e9thodes diff\u00e9rentes pour assurer un service orthophonique \u00e0 des gens souffrant de difficult\u00e9s d'apprentissage, afin de faire des recommendations pour l'avenir des services assur\u00e9s. Les trois m\u00e9thodes utilisent l'\u00e9tablissement de liens avec des partenaires essentiels de communication dans l'entourage. Elles consistent (i) \u00e0 travailler directement sur une base individuelle avec la personne et le partenaire; (ii) \u00e0 travailler indirectement afin d'apporter un ensignement au partenaire; (iii) en une combinaison de ces deux m\u00e9thodes. L'on a utilis\u00e9 un cours d'enseignement appel\u00e9 le Talkabout. Le but du Talkabout est d'amener le personnel \u00e0 un niveau reconnu de connaissances et de comp\u00e9tences dans les capacit\u00e9s de communication, afin de faciliter les capacit\u00e9s de communication des utilisateurs de leurs services. Les r\u00e9sultats indiquent que m\u00eame si la communication changeait dans toutes les m\u00e9thodes de combination. Cette derni\u00e8re \u00e9tait la seule \u00e0 montrer des diff\u00e9rences statistiquement significatives apr\u00e8s intervention, en ce qui concernait l'initiation du personnel, les r\u00e9actions des utilisateurs des services, et leur utilisation de modalit\u00e9s suppl\u00e9mentaires.<\/jats:p><jats:p>Ziel dieser Untersuchung war der Vergleich dreier Ans\u00e4tze zur Sprachtherapie f\u00fcr Lernbehinderte, um Empfehlungen f\u00fcr ein zukuunftiges Therapieangebot machen zu k\u00f6nnen. Alle drei Ans\u00e4tze basierten auf der Zusammenarbeit mit wichtigen Kommunikationspartnern der betroffenen Personen, n\u00e4mlich (i) die direkte Zusammenarbeit mit der Person und ihrem Kommunikationspartner, (ii) der indirekte Ansatz mit einem Lehrangebot f\u00fcr den Partner, (iii) die Kombination von (i) und (ii). Ein Lehrerkurs Talkabout wurde eingesetzt. Mit Talkabout soll das Lehrpersonal einen bestimmten Kenntnisstand sowie eine bestimmtes Niveau kommunikativer Kompetenz erreichen und dabei die Kommunikationsf\u00e4higkeit ihrer Patienten f\u00f6rdern. Die Ergebnisse zeigten, da\u00df obwohl das Kommunikationsniveau bei allen drei Ans\u00e4tzen besser wurde, der Grad der Ver\u00e4nderung beim Kombinationsansatz generell gr\u00f6\u00dfer war. Nur beim Kombinationsansatz wurden statistisch signifikante Ver\u00e4nderungen nach Therapie festgestellt, und zwar hinsichtlich der Gespr\u00e4chsinitiationen, der Erwiderungen durch die Patienten und der Verwendung zus\u00e4tzlicher Modalit\u00e4ten.<\/jats:p>","DOI":"10.3109\/13682829709082259","type":"journal-article","created":{"date-parts":[[2007,11,29]],"date-time":"2007-11-29T11:22:20Z","timestamp":1196335340000},"page":"449-466","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":32,"title":["A comparison of three approaches to delivering a speech and language therapy service to people with learning 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