Items where Author is "Joffe, Victoria"

Article

Chadd, Katie and Longhurst, Lauren and Kulkarni, Amit and Simpson, Jaya and Pagnamenta, Emma and Brettell, Fiona and Money, Della and Dowty, Rosie and Wallinger, Josephine and Bangera, Sai and Palmer, Rebecca and Joffe, Victoria (2022) Research priorities relating to communication and swallowing for people with learning disabilities across the lifespan. Tizard Learning Disability Review, 27 (2). pp. 95-104. DOI https://doi.org/10.1108/tldr-06-2021-0018

Lowe, Hilary and Henry, Lucy and Wallinger, Josephine and Joffe, Victoria (2022) Teaching vocabulary to adolescents with language disorder: Perspectives from teachers and speech and language therapists. Child Language Teaching and Therapy, 38 (1). pp. 95-114. DOI https://doi.org/10.1177/02656590211064541

Pagnamenta, Emma and Longhurst, Lauren and Breaks, Anne and Chadd, Katie and Kulkarni, Amit and Bryant, Val and Tier, Kathy and Rogers, Vanessa and Bangera, Sai and Wallinger, Josephine and Leslie, Paula and Palmer, Rebecca and Joffe, Victoria (2022) Research priorities to improve the health of children and adults with dysphagia: a National Institute of Health Research and Royal College of Speech and Language Therapists research priority setting partnership. BMJ Open, 12 (1). e049459-e049459. DOI https://doi.org/10.1136/bmjopen-2021-049459

Stojanovik, Vesna and Pagnamenta, Emma and Seager, Emily and Breen, Maria and Jennings, Susie and Joffe, Victoria and Harvey, Kate and Pizzo, Elena and Perry, Hayley (2022) The ASCEND study: protocol for a feasibility study to evaluate an early social communication intervention for young children with Down syndrome. Pilot and Feasibility Studies, 8 (1). DOI https://doi.org/10.1186/s40814-022-00968-7

Murphy, Suzanne and Joffe, Victoria and Donald, Louisa and Radley, Jessica and Sunthararajah, Sailaa and Welch, Charlie and Bell, Kerry and Messer, David and Crafter, Sarah and Fairhurst, Caroline and Corbacho, Belen and Rodgers, Sara and Torgerson, David (2021) Evaluating ‘Enhancing Pragmatic Language skills for Young children with Social communication impairments’ (E-PLAYS): a feasibility cluster-randomised controlled trial. Pilot and Feasibility Studies, 7 (1). DOI https://doi.org/10.1186/s40814-020-00724-9

Joffe, Victoria and Rixon, Lorna and Hulme, Charles (2020) Improving storytelling and vocabulary in secondary school students with language disorder: a randomized controlled trial. International Journal of Language and Communication Disorders, 54 (4). pp. 656-672. DOI https://doi.org/10.1111/1460-6984.12471

Jesus, Luis MT and Martinez, Joana and Santos, Joaquim and Hall, Andreia and Joffe, Victoria (2019) Comparing Traditional and Tablet-Based Intervention for Children With Speech Sound Disorders: A Randomized Controlled Trial. Journal of Speech, Language, and Hearing Research, 62 (11). pp. 4045-4061. DOI https://doi.org/10.1044/2019_jslhr-s-18-0301

Jesus, Luis MT and Martinez, Joana and Santos, Joaquim and Hall, Andreia and Joffe, Victoria (2019) A Tablet-Based Intervention for Children with Speech Sound Disorders: A Randomised Control Intervention Study. Journal of Speech, Language, and Hearing Research, 62. pp. 4045-4061. DOI https://doi.org/10.1044/2019_JSLHR-S-18-0301

Murphy, Suzanne and Joffe, Victoria and Messer, David and Crafter, Sarah and Radley, Jessica and Sunthararajah, Sailaa and Bell, Kerry and Corbacho, Belen and Fairhurst, Caroline and Rodgers, Sara and Torgerson, David and Welch, Charlie (2019) Evaluating 'enhancing pragmatic language skills for young children with social communication impairments' (E-PLAYS): protocol for a feasibility randomised controlled trial study. Pilot and Feasibility Studies, 5 (1). DOI https://doi.org/10.1186/s40814-019-0456-z

Pagnamenta, Emma and Joffe, Victoria (2018) Preregistration research training of speech and language therapists in the United Kingdom: a nationwide audit of quantity, content and delivery. International Journal of Evidence-Based Healthcare, 16 (4). pp. 204-213. DOI https://doi.org/10.1097/XEB.0000000000000143

Lowe, Hilary and Joffe, Victoria (2017) Exploring the feasibility of a classroom-based vocabulary intervention for mainstream secondary school students with language disorder. Support for Learning, 32 (2). pp. 110-128. DOI https://doi.org/10.1111/1467-9604.12157