Professor Victoria Joffe
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Email
v.joffe@essex.ac.uk -
Telephone
+44 (0) 1206 872939
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Location
5S.5.4A, Colchester Campus
Profile
Biography
I am Professor in Speech and Language Therapy and Dean of the School of Health and Social Care at the University of Essex. Previously, I was the Academic Director, International and Professor in the Enhancement of Child and Adolescent Language and Learning at City, University of London. My areas of expertise include speech, language and communication needs (SLCN) in children and young people, the interface between education and speech and language therapy, training of teaching staff, language and literacy development, and the embedding of Evidence-Based Practice in routine clinical work. I am particularly interested in developmental language disorder and language disorder in young people and adults, and welcome potential PhD students looking to conduct research in these areas. I work collaboratively with various health trusts, education authorities and third sector organisations devising and evaluating research into models of service delivery across the lifespan. I provide training and consultancy to professionals working with children and young people with diverse needs. I am co- editor of the journal, Child Language Teaching and Therapy, and act as a speech and language therapy partner for the HCPC. I am chair of the Royal College of Speech and Language Therapists’ national clinical excellence network for older children and young adults with SLCN. I am the University of Essex's lead for the East of England NIHR Applied Research Collaboration (ARC) and sit on the ARC management executive group. I am currently working on three NIHR-funded research projects looking into new and innovative interventions for children with social communication disorder, children who stammer and children with Down Syndrome.
Qualifications
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B.A. (Honours) Speech and Hearing Therapy (Cum Laude) University of the Witwatersrand, (1990)
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D.Phil (Experimental Psychology) University of Oxford, (1997)
Teaching and supervision
Current teaching responsibilities
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Enhancing Communication for People with Developmental & Acquired Communication Difficulties (HS331)
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Speech and Language Therapy - Paediatrics 2 (HS832)
Current supervision
Publications
Journal articles (39)
Joffe, V., Hipolito, G., Pagnamenta, E., Cresswell, C., Murayama, K., Stacey, H. and Wright, E., (2023). A systematic review and meta-analysis of nonpharmacological interventions for children and adolescents with selective mutism.. JCCP Advances. 3 (3), e12166-
Pagnamenta, E., Hodgkinson, P., Davidson, R. and Joffe, VL., (2023). The impact of COVID-19 (Coronavirus) on children and young people with Down syndrome in the United Kingdom. Frontiers in Psychology. 14
Pagnamenta, E., Longhurst, L., Breaks, A., Chadd, K., Kulkarni, A., Bryant, V., Tier, K., Rogers, V., Bangera, S., Wallinger, J., Leslie, P., Palmer, R. and Joffe, V., (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
Stojanovik, V., Pagnamenta, E., Seager, E., Breen, M., Jennings, S., Joffe, V., Harvey, K., Pizzo, E. and Perry, H., (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)
Lowe, H., Henry, L., Wallinger, J. and Joffe, V., (2022). Teaching vocabulary to adolescents with language disorder: Perspectives from teachers and speech and language therapists. Child Language Teaching and Therapy. 38 (1), 95-114
Kulkarni, AA., Chadd, KE., Lambert, SB., Earl, G., Longhurst, LM., McKean, C., Hulme, C., McGregor, KK., Cunniff, A., Pagnamenta, E., Joffe, V., Ebbels, SE., Bangera, S., Wallinger, J. and Norbury, CF., (2022). Editorial Perspective: Speaking up for developmental language disorder – the top 10 priorities for research. Journal of Child Psychology and Psychiatry. 63 (8), 957-960
Chadd, K., Longhurst, L., Kulkarni, A., Simpson, J., Pagnamenta, E., Brettell, F., Money, D., Dowty, R., Wallinger, J., Bangera, S., Palmer, R. and Joffe, V., (2022). Research priorities relating to communication and swallowing for people with learning disabilities across the lifespan. Tizard Learning Disability Review. 27 (2), 95-104
Millard, SK., Murphy, S., Barton, G., Leathersich, M., Mills, G., Rixon, L., Shepstone, L., Sims, E. and Joffe, V., (2022). Evaluating Palin Stammering Therapy for School Children (Palin STSC 8–14): protocol for a feasibility randomised controlled trial comparing Palin STSC(8–14) with usual treatment. Pilot and Feasibility Studies. 8 (1)
Murphy, S., Joffe, V., Donald, L., Radley, J., Sunthararajah, S., Welch, C., Bell, K., Messer, D., Crafter, S., Fairhurst, C., Corbacho, B., Rodgers, S. and Torgerson, D., (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)
Friel, S., Joffe, V. and Clegg, J., (2021). CLTT Special Issue October 2021 Editorial. Child Language Teaching and Therapy. 37 (3), 219-221
Joffe, V., Rixon, L. and Hulme, C., (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), 656-672
Jesus, LMT., Martinez, J., Santos, J., Hall, A. and Joffe, V., (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), 4045-4061
Murphy, S., Joffe, V., Messer, D., Crafter, S., Radley, J., Sunthararajah, S., Bell, K., Corbacho, B., Fairhurst, C., Rodgers, S., Torgerson, D. and Welch, C., (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)
Lowe, H., Henry, L. and Joffe, VL., (2019). The effectiveness of classroom vocabulary intervention for adolescents with language disorder. Journal of Speech, Language, and Hearing Research. 62 (8), 2829-2846
Jesus, LMT., Martinez, J., Santos, J., Hall, A. and Joffe, V., (2019). A Tablet-Based Intervention for Children with Speech Sound Disorders: A Randomised Control Intervention Study. Journal of Speech, Language, and Hearing Research. 62, 4045-4061
Lowe, H., Henry, L., Wallinger, J. and Joffe, V., (2019). The effectiveness of classroom vocabulary intervention for adolescents with language disorder. Journal of Speech, Language and Hearing Research. 62, 2829-2846
Lowe, H., Henry, L., Müller, L-M. and Joffe, VL., (2018). Vocabulary intervention for adolescents with language disorder: a systematic review.. International Journal of Language and Communication Disorders. 53 (2), 199-217
Lowe, H., Henry, L., Muller, L-M. and Joffe, V., (2018). Vocabulary intervention for adolescents with language disorder: a systematic review. International Journal of Language & Communication Disorders
Pagnamenta, E. and Joffe, V., (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), 204-213
Clegg, J. and Joffe, V., (2017). Working Memory in Children with Speech, Language and Communication Needs. Child Language Teaching and Therapy. 33 (1), 3-4
Lowe, H. and Joffe, V., (2017). Exploring the feasibility of a classroom-based vocabulary intervention for mainstream secondary school students with language disorder. Support for Learning. 32 (2), 110-128
Joffe, V., (2015). An International Perspective: Supporting Adolescents with Speech, Language, and Communication Needs in the United Kingdom. Seminars in Speech and Language. 36 (01), 74-86
Lousada, M., Jesus, LM., Hall, A. and Joffe, V., (2014). Intelligibility as a clinical outcome measure following intervention with children with phonologically based speech-sound disorders. International Journal of Language and Communication Disorders. 49 (5), 584-601
Lousada, M., Jesus, LMT., Capelas, S., Margaca, C., Simoes, D., Valente, A., Hall, A. and Joffe, V., (2013). Phonological and articulation treatment approaches in Portuguese children with speech and language impairments: a randomized controlled intervention study. International Journal of Language and Communication Disorders. 48 (2), 172-187
Pring, T., Flood, E., Dodd, B. and Joffe, V., (2012). The working practices and clinical experiences of paediatric speech and language therapists: a national UK survey. International Journal of Language & Communication Disorders. 47 (6), 696-708
Joffe, V. and Black, E., (2012). Social, emotional, and behavioral functioning of secondary school students with low academic and language performance: perspectives from students, teachers, and parents. Language, Speech, and Hearing Services in Schools. 43 (4), 461-473
Joffe, VL. and Nippold, MA., (2012). Progress in Understanding Adolescent Language Disorders. Language, Speech, and Hearing Services in Schools. 43 (4), 438-444
Myers, L., Davies-Jones, C., Chiat, S., Joffe, V. and Botting, N., (2011). "A place where I can be me": a role for social and leisure provision to support young people with language impairment. International Journal of Language & Communication Disorders. 46 (6), 739-750
Joffe, V. and Pring, T., (2009). Response to a letter from Dr Liz Dean. International Journal of Language & Communication Disorders. 44 (5), 810-811
Joffe, VL., (2009). Explicit print referencing enhances early literacy in preschoolers. Evidence-Based Communication Assessment and Intervention. 3 (3), 145-150
Joffe, V. and Pring, T., (2008). Children with phonological problems: a survey of clinical practice. International Journal of Language and Communication Disorders. 43 (2), 154-164
Joffe, V., (2008). Some (but still insufficient) evidence exists for language interventions for school-age children with developmental speech and language impairments. Evidence-Based Communication Assessment and Intervention. 2 (2), 76-80
Joffe, V. and Varlokosta, S., (2007). Patterns of syntactic development in children with Williams syndrome and Down's syndrome: Evidence from passives and wh‐questions. Clinical Linguistics & Phonetics. 21 (9), 705-727
Joffe, VL., Cain, K. and Marić, N., (2007). Comprehension problems in children with specific language impairment: does mental imagery training help?. International Journal of Language & Communication Disorders. 42 (6), 648-664
Hasson, N. and Joffe, V., (2007). The case for Dynamic Assessment in speech and language therapy. Child Language Teaching and Therapy. 23 (1), 9-25
Joffe, V. and Varlokosta, S., (2007). Language abilities in Williams syndrome: Exploring comprehension, production and repetition skills. Advances in Speech Language Pathology. 9 (3), 213-225
Joffe, VL., (1998). Rhyming and related skills in children with specific language impairment. Cahiers de Psychologie Cognitive. 17 (2), 479-512
Penn, C., Jones, D. and Joffe, V., (1997). Hierarchical discourse therapy: A method for the mild patient. Aphasiology. 11 (6), 601-613
Joffe, V. and Shapiro, G., (1991). Sound-based language play in four language-impaired subjects.. The South African journal of communication disorders. Die Suid-Afrikaanse tydskrif vir Kommunikasieafwykings. 38, 119-128
Books (3)
Joffe, V. and Lowe, H., (2022). Enriching Vocabulary in Secondary Schools A Practical Resource for Teachers and Speech and Language Therapists. 1138360406. 9781138360402
Joffe, VL. and Hudspith, P., (2021). Narrative Intervention Programme. Routledge. 9780863887970
Joffe, VL. and Hudspith, P., (2021). Vocabulary Enrichment Intervention Programme. Routledge. 9780863887987
Book chapters (1)
(2012). Using narratives to enhance language and communication in secondary school students. In: Using Storytelling to Support Children and Adults with Special Needs. Routledge. 64- 72. 9780415687751
Conferences (2)
Joffe, V. and Varlokosta, S., (2006). Syntactic abilities in Williams Syndrome: How intact is 'intact'?
Joffe, V. and Poulton, H., (2001). THE JOINT DELIVERY OF PERSONAL AND SOCIAL EDUCATION (PSE) IN A SPECIAL SCHOOL
Grants and funding
2022
Suffolk and North East Essex Integrated Care Services Allied Health Professionals Faculty
East Suffolk and North Essex NHS Foundation Trust
E-PLAYS (Enhancing Pragmatic Language skills for Young children with Social communication impairment) trial; evaluation of a computerised intervention to promote communicative developmentand collaborative skills in children
National Institute for Health Research
Suffolk and North East Essex Integrated Care Services Allied Health Professionals Faculty
East Suffolk and North Essex NHS Foundation Trust
Suffolk and North East Essex Integrated Care Services Allied Health Professionals Faculty
East Suffolk and North Essex NHS Foundation Trust
Suffolk and North East Essex Integrated Care Services Allied Health Professionals Faculty
East Suffolk and North Essex NHS Foundation Trust
2020
Evaluating an early social communication intervention for young children with Down syndrome : a feasibility study
National Institute for Health Research
Evaluating Palin Stammering Therapy for Children: a feasibility study
National Institute for Health Research
Developing Research Capacity
NELFT NHS Foundation Trust
