People

Professor Victoria Joffe

Dean of School of Health and Social Care and Professor (R)
School of Health and Social Care
Professor Victoria Joffe

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

  • B.A. (Honours) Speech and Hearing Therapy (Cum Laude) University of the Witwatersrand, (1990)

  • D.Phil (Experimental Psychology) University of Oxford, (1997)

Publications

Journal articles (29)

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)

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., 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

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

Lowe, H., Henry, L., Muller, L-M. and Joffe, V., (2017). Vocabulary intervention for adolescents with language disorder: a systematic review. International Journal of Language & Communication Disorders

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

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 (1)

Joffe, V. and Poulton, H., (2001). The joint delivery of personal and social education (PSE) in a special school

Grants and funding

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

Contact

v.joffe@essex.ac.uk
+44 (0) 1206 874927

Location:

2S2.4.19, Colchester Campus