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It explains the rationale for addressing early oral language gaps and potential links to broader neurodevelopmental conditions. The handbook describes an evidence-based, piloted model and sets out three practitioner steps—Assessment, Conversation, and Intervention—plus guidance for reviewing progress with families and signposting appropriate support.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/elim-handbook-december-2020/408707/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/elim-handbook-december-2020/408707.png","ImageObject",300,407,{"name":92,"@type":93},"Jordan Avery","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Who is this handbook for?","Question",{"text":112,"@type":113},"The handbook is for commissioners, service leads, and practitioners who deliver or oversee the 2-2½ year review for all children in England, including health visitors and their skill mix teams who have received SLCN training.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What are the three steps of the ELIM and Intervention programme?",{"text":117,"@type":113},"Step 1 is Assessment to identify children who might have early SLCN. 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We do this through world-leading science, research, knowledge and intelligence, advocacy, partnerships and the delivery of specialist public health services. We are an executive agency of the Department of Health and Social Care, and a distinct delivery organisation with operational autonomy. We provide government, local government, the NHS, Parliament, industry and the public with evidence-based professional, scientific and delivery expertise and support.  \nPublic Health England Wellington House 133-155 Waterloo Road London SE1 8UG  \nTel: 020 7654 8000  \n[www.gov.uk/phe](www.gov.uk/phe)  \n[Twitter:](Twitter: @PHE_uk)[ @PHE_uk](Twitter: @PHE_uk)  \n[Facebook:](Facebook: www.facebook.com/PublicHealthEngland)[ www.facebook.com/PublicHealthEngland](Facebook: www.facebook.com/PublicHealthEngland)  \n[Acknowledgements:](Acknowledgements:)  \nWith thanks to Professor James Law and his team at Newcastle University , who undertook the research study and drafted the initial version of this handbook.  \nFor queries relating to this document, please contact: [BestStartInLife@phe.gov.uk](BestStartInLife@phe.gov.uk)  \n© Crown copyright 2020  \nYou may re-use this information (excluding logos) free of charge in any format or medium, under the terms of the Open Government Licence v3 .0. To view this licence, visit OGL. Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned.  \nPublished December 2020 PHE publications gateway number: GW-1162  \nPHE supports the UN  \nSustainable Development Goals  \nContents  \nBackground 4  \nA guide to using the ELIM and Intervention for practitioners 7  \nStep 1. Assessment: identifying need 9  \nStep 2. Conversation: further exploration and signposting 17  \nStep 3. Intervention: offering tailored support 23  \nReviewing progress 31  \nAppendices 32  \nReferences 41  \nBackground  \nThe gap in the cognitive development and specifically oral language skills between children from different social backgrounds is widely acknowledged (1-5) . This gap is identifiable very early in life and well established by school entry(6-8) and can have long term consequences in terms of educational attainment and outcomes in adulthood(9) . Importantly, early communication difficulties may also be indicators of a wider range of neurodevelopmental conditions(10, 11) . Effective interventions are available(12-14) but matching the right intervention to the child’s needs is sometimes a challenge, in part because the rate at which children’s language develops naturally varies and it can be difficult to know when to consider intervention. Central to this process is the review of child development carried out by health visitors at the Healthy Child Programme 2 to 2½ year review.  \nThe development of a new early language identification measure (ELIM) and accompanying intervention was commissioned in 2018 as part of the UK government’s Social Mobility Action Plan(15) and was 1 of 3 dimensions to a programme of work delivered by Public Health England and the Department for Education in England.  \nThe other programmes of work included:  \n1. The provision of enhanced training for health visitors to identify Speech, Language and Communication needs (SLCN) and to support more appropriate or rapid referral.  \n2. The development of guidance to support local areas to develop evidence-based Speech, Language and Communication Needs (SLCN) pathways.  \nThe methodology behind the development of the early language identification and intervention model is evidence based and has been piloted. Please see summary report and full report.  \nWho is this handbook ","cbCaiqLM82swReM1","https://ap.wps.com/l/cbCaiqLM82swReM1","pdf",500848,41,"English","# Background\n# A guide to using the ELIM and Intervention for practitioners\n## Step 1. Assessment: identifying need\n## Step 2. Conversation: further exploration and signposting\n## Step 3. Intervention: offering tailored support\n## Reviewing progress\n# Appendices\n# References","[{\"question\":\"Who is this handbook for?\",\"answer\":\"The handbook is for commissioners, service leads, and practitioners who deliver or oversee the 2-2½ year review for all children in England, including health visitors and their skill mix teams who have received SLCN training.\"},{\"question\":\"What are the three steps of the ELIM and Intervention programme?\",\"answer\":\"Step 1 is Assessment to identify children who might have early SLCN. Step 2 is Conversation to discuss and explore needs with parents/carers and consider options. Step 3 is Intervention to offer tailored support in partnership with families.\"},{\"question\":\"How does the handbook support decision-making and progress?\",\"answer\":\"It is structured as a conversation to help practitioners support parents/carers in making informed decisions. It also includes a Review of Progress so agreed interventions can be monitored for each child where a need has been identified.\"}]","ELIM Handbook - December 2020 | PDF",1790580318,103]