Professor Elspeth McCartney

Honorary Professor

Faculty of Social Sciences University of Stirling, Stirling, FK9 4LA

Professor Elspeth McCartney

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About me

About me

I teach and research in the fields of speech, language and literacy and on learning in early years. I hold dual qualifications as a teacher and speech and language therapist (SLT) and work across both professions, investigating current approaches to co-professional working.   I am a Fellow of the Higher Education Academy and of the Royal College of Speech and Language Therapists (RCSLT) and an international affiliate of the American Speech Language and Hearing Association (ASHA).  

Event / Presentation

Inclusion of children with speech and language impairments into mainstream schools and kindergartens. (Invited Keynote address). Audiologopædisk Forening (ALF: Danish SLT professional body) Yearly Seminar, Nyborg, Denmark, 24 - 26 March 2014.

Using workshop materials summarising evidence-based classroom approaches to support student teachers in responding effectively to issues of diversity and inclusion. Universities’ Council for the Education of Teachers (UCET) Annual Conference


Research (1)

My research fields are learning, education and literacy development for children and young people with speech and language disorders, and those with additional support needs. I conduct empirical research in these areas. I also research co-professional working across public services, particularly speech and language therapists working in educational settings. Current research teams are: CATALISE: Criteria and Terminology Applied to Language Impairments. University of Oxford, Department of Experimental Psychology and the Wellcome Trust. European COST Action 23, Enhancing children's oral language skills across Europe and beyond - a research collaboration focusing on interventions for children with difficulties learning their first language. IS 1406: European COST Action 32. UK Management Committee. Language for All: understanding the multi-agency pathway for children with speech, language and communication needs project. Law, McKean, et al., Newcastle University Institute of Health and Society and North Tyneside LEA. Centre for Speech and Language Intervention Research, University College London. Royal College of Speech and Language therapists (RCSLT) Research and Development Reference/Advisory Group.   University of LImerick Speech, Language and Communication Needs research group, Univerity of Ireland, Limerick

Projects

Outputs (91)

Outputs

Conference Paper (unpublished)

McCartney E & Forbes J (2021) Social capital in professionals' connections around digital support for children with DLD: beyond the Covid-19 crisis. 1st International Developmental Language Disorder Research Conference (IDLDRC2021), Online, 20.09.2021-22.09.2021. https://thedldproject.com/international-dld-research-conference/


Conference Paper (unpublished)

Hale H, McCartney E, MacKenzie M & Rogerson J (2020) PEEP in the pandemic: supporting parent learning on-line. Early Childhood Voices Conference (ECV 2020), Online, 16.11.2020-20.11.2020. https://earlychildhoodresearch.csu.domains/early-childhood-voices-conference-2020/


Book Chapter

Law J, McCartney E & Roulstone S (2019) The United Kingdom. In: Law J, McKean C, Murphy C & Thordardottir E (eds.) Managing children with developmental language disorder: theory and practice across Europe and beyond. Abingdon: Routledge, pp. 497-509. https://www.routledge.com/Managing-Children-with-Developmental-Language-Disorder-Theory-and-Practice/Law-McKean-Murphy-Thordardottir/p/book/9781138317246


Book Chapter

McCartney E & Cooper J (2019) Gathering evidence on universal and targeted interventions. In: Dobinson C & Wren Y (eds.) Creating Practice-based Evidence: A Guide for SLTs. 2nd ed. Albury: J & R Press. http://www.jr-press.co.uk/creating-practice-based-evidence-2nd-edition.html


Commentary

McCartney E (2019) The Functional Communication Classification System for children with cerebral palsy: the potential of a new measure. Commentary on: Caynes K, Rose TA, Theodorus D, Burmester D, Ware RS, Johnson, LM. Functional Communication Classification System (FCCS): extended reliability and concurrent validity for children with cerebral palsy aged 5-28 years. Dev Med Child Neurol, 2019. Developmental Medicine and Child Neurology, 61 (7), pp. 741-741. https://doi.org/10.1111/dmcn.14162


Commentary

Norbury CF, McCartney E, Slonims V, Dockrell JE & Ebbels SH (2019) Public health approaches still have room for individualized services: response to commentaries on 'Evidence-based pathways to intervention for children with language disorders'. International Journal of Language and Communication Disorders, 54 (1), pp. 28-29. https://doi.org/10.1111/1460-6984.12436


Commentary

McCartney E (2017) So was it worth it? A commentary on Fricke et al. and Hagen et al. (2017). Commentary on: Fricke, S. et al. (2017) The efficacy of early language intervention in mainstream school settings: a randomized controlled trial. J Child Psychol Psychiatr, 58: 1141–1151 and Hagen, Å. M., et al. (2017) Improving language comprehension in preschool children with language difficulties: a cluster randomized trial. J Child Psychol Psychiatr, 58: 1132–1140. Journal of Child Psychology and Psychiatry, 58 (10), pp. 1152-1154. https://doi.org/10.1111/jcpp.12796


Article

McKean C, Law J, Laing K, Cockerill M, Allon-Smith J, McCartney E & Forbes J (2017) A qualitative case study in the social capital of co-professional collaborative co-practice for children with speech language and communication needs. International Journal of Language and Communication Disorders, 52 (4), pp. 514-527. https://doi.org/10.1111/1460-6984.12296


Article

McCartney E & Muir M (2017) School leavers with learning disabilities moving from child to adult Speech and Language Therapy (SLT) teams: SLTs’ views of successful and less successful transition co-working practices. Journal of Research in Special Educational Needs, 17 (3), pp. 168-178. https://doi.org/10.1111/1471-3802.12374


Commentary

McCartney E (2017) Measuring communication and participation in children with speech and language disorders. Commentary on: Hidecker, M. J. C., Cunningham, B. J., Thomas-Stonell, N., Oddson, B. and Rosenbaum, P. (2017), Validity of the Communication Function Classification System for use with preschool children with communication disorders. Dev Med Child Neurol, 59: 526–530. doi:10.1111/dmcn.13373. Developmental Medicine and Child Neurology, 59 (5), pp. 459-460. https://doi.org/10.1111/dmcn.13391


Research Report

McCartney E & Muir M (2015) Improving Transitions across SLT Services in [Anonymised HB] for Adults with Long-Term, Speech, Language, Swallowing or Communication (SLSC) Needs: a Qualitative Study of SLTs' and Service Users' Views : Moving between SLT Teams. University of Strathclyde. https://strathprints.strath.ac.uk/55384/


Research Report

Forbes J, Sime D, McCartney E, Graham A, Valyo A & Weiner G (2015) Poverty and children's access to services and social participation. Policy Briefing. Scottish Universities Insight Institute. http://www.scottishinsight.ac.uk/Portals/50/Children%20&%20YP%20Inequality/PolicyBrief_SUIIProgramme_Services.pdf


Article

McCartney E, Boyle J & Ellis S (2015) Developing a universal reading comprehension intervention for mainstream primary schools within areas of social deprivation for children with and without language-learning impairment: A feasibility study. International Journal of Language and Communication Disorders, 50 (1), pp. 129-135. https://doi.org/10.1111/1460-6984.12124


Conference Proceeding

Marwick H & McCartney E (2014) Supporting use of evidence-based classroom approaches by early years' educators in responding effectively to issues of diversity and inclusion. In: 'Us, Them & Me: Universal Targeted or Individuated Early Childhood Programmes'. 24th EECERA Annual Conference Abstract Book. 2014, 24th EECERA Conference, Crete, Greece, Crete, 07.09.2014-10.09.2014. Crete: EECERA, pp. 106-107. http://www.eecera.org/wp-content/uploads/2016/09/crete-2014.pdf


Website Content

Marwick H & McCartney E (2014) Developing workshop materials summarising evidence-based classroom approaches to support student teachers in responding effectively to issues of diversity and inclusion. HEA Learning and Teaching Blog, 2014. https://www.heacademy.ac.uk/developing-workshop-materials-summarising-evidence-based-classroom-approaches-support-student


Conference Paper (unpublished)

McCartney E & Marwick H (2014) Using workshop materials summarising evidence-based classroom approaches to support student teachers in responding effectively to issues of diversity and inclusion. HEA Ted Conference, Birmingham, UK, July 2014, Birmingham City University, 11.07.2014-11.07.2014. https://strathprints.strath.ac.uk/55678/


Conference Paper (unpublished)

McCartney E & Marwick H (2014) Using workshop materials summarising evidence-based classroom approaches to support student teachers in responding effectively to issues of diversity and inclusion. European Educational Research Association Conference 2014, "The Past, the Present and Future of Educational Research in Europe", Porto, Portugal, Sept 2014., Porto, 01.09.2014-01.09.2014. https://strathprints.strath.ac.uk/55679/


Conference Paper (unpublished)

McCartney E & Marwick H (2014) Using workshop materials summarising evidence-based classroom approaches to support student teachers in responding effectively to issues of diversity and inclusion. HEA Social Sciences Annual Learning and Teaching Conference - Teaching forward: the future of the Social Sciences, Birmingham, UK, May 2014, Birmingham, 21.05.2014-21.05.2014. https://strathprints.strath.ac.uk/55681/


Conference Paper (unpublished)

McCartney E & Marwick H (2014) Using workshop materials summarising evidence-based classroom approaches to support student teachers in responding effectively to issues of diversity and inclusion. British Educational Research Association (BERA) Conference, London, UK, Sept 2014, London, 23.09.2014-23.09.2014. https://strathprints.strath.ac.uk/55687/


Conference Paper (unpublished)

McCartney E & Marwick H (2014) Using workshop materials summarising evidence-based classroom approaches to support student teachers in responding effectively to issues of diversity and inclusion. Universities’ Council for the Education of Teachers (UCET) Annual Conference, Birmingham, UK, 05.11.2014-05.11.2014. https://strathprints.strath.ac.uk/55692/


Book Chapter

McCartney E (2012) Voice and speech functions (B310-B340). In: Majnemer A (ed.) Measures for Children with Developmental Disabilities: An ICF-CY Approach. Clinics in Developmental Medicine. London: Mac Keith Press, pp. 181-191. http://www.mackeith.co.uk/shop/measures-for-children-with-developmental-disabilities-selected-chapters-the-body/


Book Chapter

McLeod S, McCartney E & McCormack J (2012) Communication (D310-D369). In: Majnemer A (ed.) Measures for Children with Developmental Disabilities: An ICF-CY Approach. Clinics in Developmental Medicine. London: Mac Keith Press, pp. 312-325. http://www.mackeith.co.uk/shop/measures-for-children-with-developmental-disabilities-selected-chapters-the-body/


Conference Paper (unpublished)

Boyle J & McCartney E (2012) Effective interventions for receptive-expressive language impairment. The Castang Foundation: Disordered Auditory Processing in the Child: nature, Assessment and Intervention: a multidisciplinary approach, Edinburgh, 05.03.2012-06.03.2012. https://strathprints.strath.ac.uk/41087/


Book Chapter

Forbes J & McCartney E (2012) Changing children's services: A social capital analysis. In: Hill M, Head G, Lockyer A, Reid B & Taylor R (eds.) Children's Services: Working Together. Abingdon, UK: Routledge, pp. 275-287. https://www.scopus.com/inward/record.uri?eid=2-s2.0-84925745858&doi=10.4324%2f9781315833439&partnerID=40&md5=b3b04b13265ceb2a0c6b287d1ddf8539; https://doi.org/10.4324/9781315833439


Book Chapter

Ellis S & McCartney E (2011) How to empower teachers working with children with language impairments: why a 'just-in-time' model might work. In: Ellis S & McCartney E (eds.) Applied Linguistics in the Primary School Teaching. Cambridge: Cambridge University Press, pp. 252-266. http://www.cambridge.org/gb/academic/subjects/languages-linguistics/applied-linguistics-and-second-language-acquisition/applied-linguistics-and-primary-school-teaching?format=HB&isbn=9780521193542#S45VqXi0dtQMMwdr.97; https://doi.org/10.1017/CBO9780511921605.025


Book Chapter

Ellis S & McCartney E (2011) Introduction to Part II: The range and focus of applied linguistics research. In: Ellis S & McCartney E (eds.) Applied Linguistics and Primary School Teaching. Cambridge: Cambridge University Press, pp. 77-80. http://www.cambridge.org/gb/academic/subjects/languages-linguistics/applied-linguistics-and-second-language-acquisition/applied-linguistics-and-primary-school-teaching?format=HB&isbn=9780521193542#S45VqXi0dtQMMwdr.97; https://doi.org/10.1017/CBO9780511921605.010


Book Chapter

Ellis S & McCartney E (2011) Introduction. In: Ellis S & McCartney E (eds.) Applied Linguistics and Primary School Teaching. Cambridge: Cambridge University Press, pp. 1-14. http://www.cambridge.org/gb/academic/subjects/languages-linguistics/applied-linguistics-and-second-language-acquisition/applied-linguistics-and-primary-school-teaching?format=HB&isbn=9780521193542#S45VqXi0dtQMMwdr.97; https://doi.org/10.1017/CBO9780511921605.003


Edited Book

Ellis S & McCartney E (eds.) (2011) Applied linguistics and primary school teaching. Cambridge: Cambridge University Press. http://www.cambridge.org/gb/academic/subjects/languages-linguistics/applied-linguistics-and-second-language-acquisition/applied-linguistics-and-primary-school-teaching?format=HB&isbn=9780521193542#S45VqXi0dtQMMwdr.97; https://doi.org/10.1017/CBO9780511921605


Book Chapter

Ellis S & McCartney E (2011) Introduction to Part I: Policy and diversity in the twenty-first-century primary school. In: Ellis S & McCartney E (eds.) Applied Linguistics and Primary School Teaching. Cambridge: Cambridge University Press, pp. 17-20. http://www.cambridge.org/gb/academic/subjects/languages-linguistics/applied-linguistics-and-second-language-acquisition/applied-linguistics-and-primary-school-teaching?format=HB&isbn=9780521193542#S45VqXi0dtQMMwdr.97; https://doi.org/10.1017/CBO9780511921605.004


Book Chapter

Ellis S & McCartney E (2011) Preface. In: Ellis S & McCartney E (eds.) Applied Linguistics and Primary School Teaching. Cambridge: Cambridge University Press, pp. xix-xx. http://www.cambridge.org/gb/academic/subjects/languages-linguistics/applied-linguistics-and-second-language-acquisition/applied-linguistics-and-primary-school-teaching?format=HB&isbn=9780521193542#S45VqXi0dtQMMwdr.97; https://doi.org/10.1017/CBO9780511921605.001


Book Chapter

Ellis S & McCartney E (2011) Introduction to Part III: Empowering teachers and teachers’ use of knowledge. In: Ellis S & McCartney E (eds.) Applied Linguistics and Primary School Teaching. Cambridge: Cambridge University Press, pp. 201-202. http://www.cambridge.org/gb/academic/subjects/languages-linguistics/applied-linguistics-and-second-language-acquisition/applied-linguistics-and-primary-school-teaching?format=HB&isbn=9780521193542#S45VqXi0dtQMMwdr.97; https://doi.org/10.1017/CBO9780511921605.020


Article

McCartney E, Boyle J, Ellis S, Bannatyne S & Turnbull M (2011) Indirect language therapy for children with persistent language impairment in mainstream primary schools: Outcomes from a cohort intervention. International Journal of Language and Communication Disorders, 46 (1), pp. 74-82. https://doi.org/10.3109/13682820903560302


Book Chapter

McCartney E & Ellis S (2010) Supporting students who struggle with language. In: Fletcher J, Parkhill F & Gillon G (eds.) Motivating Literacy Learners in Today's World. Wellington: New Zealand Council for Educational Research. https://www.nzcer.org.nz/nzcerpress/motivating-literacy-learners-todays-world


Book Chapter

McCartney E (2009) Joining up working: terms, types and tensions. In: Forbes J & Watson C (eds.) Service Integration in Schools: Research and Policy Discourses, Practices and Future Prospects. Rotterdam: Sense publishers, pp. 23-36. https://strathprints.strath.ac.uk/26484/


Article

Dickson K, Marshall M, Boyle J, McCartney E, O'Hare AE & Forbes JF (2009) Cost analysis of direct versus indirect and individual versus group modes of manual-based speech-and-language therapy for primary school-age children with primary language impairment. International Journal of Language and Communication Disorders, 44 (3), pp. 369-381. https://doi.org/10.1080/13682820802137041


Article

Boyle J, McCartney E, O'Hare AE & Forbes JF (2009) Direct versus indirect and individual versus group modes of language therapy for children with primary language impairment: principal outcomes from a randomized controlled trial and economic evaluation. International Journal of Language and Communication Disorders, 44 (6), pp. 826-846. https://doi.org/10.1080/13682820802371848


Article

McCartney E, Ellis S & Boyle J (2009) The mainstream primary classroom as a language-learning environment for children with severe and persistent language impairment - Implications of recent language intervention research. Journal of Research in Special Educational Needs, 9 (2), pp. 80-90. https://doi.org/10.1111/j.1471-3802.2009.01120.x


Lecture

McCartney E (2009) Researching intervention - how much, by whom and what next? (Presentation) Current issues and Controversies in Specific Language Impairment, Edinburgh, 27.05.2009-27.05.2009. https://strathprints.strath.ac.uk/26366/


Article

Ellis S & McCartney E (2008) Open dialogue peer review: a response to Tymms, Merrell & Coe. The Psychology of Education Review, 32 (2), pp. 11-12. https://shop.bps.org.uk/publications/publication-by-series/psychology-of-education-review/the-psychology-of-education-review-vol-32-no-2-september-2008.html


Manual / Guide

McCartney E (Editor) (2007) Language therapy manual. [Manual]. Glasgow: University of Strathclyde. https://strathprints.strath.ac.uk/32807/


Article

Boyle J, McCartney E, Forbes JF & O'Hare AE (2007) A randomised controlled trial and economic evaluation of direct versus indirect and individual versus group modes of speech and language therapy for children with primary language impairment. Health Technology Assessment, 11 (25), pp. i-158. https://doi.org/10.3310/hta11250


Other

McCartney E (2006) Language support model for teachers. [print]. Glasgow: University of Strathclyde. https://strathprints.strath.ac.uk/32808/


Book Chapter

McCartney E (2006) Developmental issues: Speaking and phonological awareness. In: Lewis M & Ellis S (eds.) Phonics: Practice, Research and Policy. London: Paul Chapman Publishing, pp. 71-82. https://www.scopus.com/inward/record.uri?eid=2-s2.0-84949543281&doi=10.4135%2f9781446214428.n6&partnerID=40&md5=2607977fbbb903a0cfa561f43d4c0169; https://doi.org/10.4135/9781446214428.n7


Book Chapter

McCartney E (2006) Joining up working. In: Forbes J (ed.) The Research and Policy Discourses of Service Integration, Interprofessional and Interagency Working: EESRC Seminar 1 Proceedings. Research Paper, 14. Glasgow: University of Aberdeen, School of Education, pp. 33-51. https://abdn.pure.elsevier.com/en/publications/the-research-and-policy-discourses-of-service-integration-interpr


Article

Cohen W, Hodson A, O'Hare AE, Boyle J, Durrani T, McCartney E, Mattey M, Naftalin L & Watson J (2005) Effects of computer-based intervention through acoustically modified speech (Fast ForWord) in severe mixed receptive-expressive language impairment: Outcomes from a randomized controlled trial. Journal of Speech, Language and Hearing Research, 48 (3), pp. 715-729. https://doi.org/10.1044/1092-4388%282005/049%29


Article

McCartney E, Boyle J, Bannatyne S, Jessiman E, Campbell C, Kelsey C, Smith J & O'Hare AE (2004) Becoming a manual occupation? The construction of a therapy manual for use with language impaired children in mainstream primary schools. International Journal of Language and Communication Disorders, 39 (1), pp. 135-148. https://doi.org/10.1080/01431160310001603592


Research programmes

Research themes