American Journal of Speech-Language Pathology Vol.15 20-35 February 2006. doi:10.1044/1058-0360(2006/004)
© American Speech-Language-Hearing Association
This Article
Right arrow Full Text
Right arrow Full Text (PDF)
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrowCustom Print
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow My Folders
Right arrow Download to citation manager
Right arrow reprints & permissions
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Articles by Johnson, C. J.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Johnson, C. J.
Related Collections
Right arrow Editors' Awards
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Delicious   Add to Digg   Add to Facebook   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Tutorial

Getting Started in Evidence-Based Practice for Childhood Speech-Language Disorders

Carla J. Johnson
University of Toronto, Toronto, Ontario, Canada

Contact author: Carla J. Johnson, University of Toronto, Department of Speech-Language Pathology, Rehabilitation Sciences Building,160-500 University Avenue, Toronto, Ontario, Canada MSG 1V7. Email: carla.johnson{at}utoronto.ca

PURPOSE: Evidence-based practice (EBP) entails a critical mindset and rigorous methods that foster the judicious integration of scientific evidence into clinical decision making. The purpose of this tutorial is to present strategies, resources, and examples to help speech-language pathologists get started in EBP for childhood speech and language disorders.

METHOD: The tutorial begins with an overview of key principles of EBP, including potential benefits and challenges, and other initial considerations. Five recommended steps for implementing EBP are then presented: posing a question, locating the evidence, appraising the evidence, making and implementing clinical decisions, and evaluating those decisions. Included is a compilation of synthesized evidence resources, such as systematic reviews/meta-analyses and EBP guidelines. Finally, illustrative examples are provided to assist practitioners with integrating research evidence into clinical decision making in childhood speech-language disorders.

CONCLUSION: Speech-language pathologists who work with children are encouraged to adopt EBP for clinical decision making.

Key Words: evidence-based practice, speech-language pathology, children, language disorders, speech disorders


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Delicious Delicious   Add to Digg Digg   Add to Facebook Facebook   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 AJSLPHome page
A. K. Bothe and J. D. Richardson
Statistical, Practical, Clinical, and Personal Significance: Definitions and Applications in Speech-Language Pathology
Am J Speech Lang Pathol, August 1, 2011; 20(3): 233 - 242.
[Abstract] [Full Text] [PDF]

Home page
 AJSLPHome page
N. Muttiah, K. Georges, and T. Brackenbury
Clinical and Research Perspectives on Nonspeech Oral Motor Treatments and Evidence-Based Practice
Am J Speech Lang Pathol, February 1, 2011; 20(1): 47 - 59.
[Abstract] [Full Text] [PDF]

Home page
 Journal of Disability Policy StudiesHome page
S. Etscheidt and C. M. Curran
Reauthorization of the Individuals With Disabilities Education Improvement Act (IDEA, 2004): The peer-reviewed research requirement
Journal of Disability Policy Studies, June 1, 2010; 21(1): 29 - 39.
[Abstract] [PDF]

Home page
 Intervention in School and ClinicHome page
S. E. Kummerer
Current Topics in Review Andrea M. Babkie, Associate Editor: Language Intervention for Hispanic Children With Language-Learning Disabilities: Evidence-Based Practice
Intervention in School and Clinic, January 1, 2010; 45(3): 192 - 200.
[PDF]

Home page
 AJSLPHome page
L. S. DeThorne, C. J. Johnson, L. Walder, and J. Mahurin-Smith
When "Simon Says" Doesn't Work: Alternatives to Imitation for Facilitating Early Speech Development
Am J Speech Lang Pathol, May 1, 2009; 18(2): 133 - 145.
[Abstract] [Full Text] [PDF]

Home page
 AJSLPHome page
L. Justice
Evidence-Based Terminology
Am J Speech Lang Pathol, November 1, 2008; 17(4): 324 - 325.
[Full Text] [PDF]

Home page
 LSHSSHome page
P. Hargrove, M. Griffer, and B. Lund
Procedures for Using Clinical Practice Guidelines
Lang Speech Hear Serv Sch, July 1, 2008; 39(3): 289 - 302.
[Abstract] [Full Text] [PDF]

Home page
 LSHSSHome page
T. Brackenbury, E. Burroughs, and L. E. Hewitt
A Qualitative Examination of Current Guidelines for Evidence-Based Practice in Child Language Intervention
Lang Speech Hear Serv Sch, January 1, 2008; 39(1): 78 - 88.
[Abstract] [Full Text] [PDF]

Home page
 LSHSSHome page
S. L. Gillam and R. B. Gillam
Making Evidence-Based Decisions About Child Language Intervention in Schools
Lang Speech Hear Serv Sch, October 1, 2006; 37(4): 304 - 315.
[Abstract] [Full Text] [PDF]

Home page
 LSHSSHome page
M. E. Fey
Commentary on "Making Evidence-Based Decisions About Child Language Intervention in Schools" by Gillam and Gillam
Lang Speech Hear Serv Sch, October 1, 2006; 37(4): 316 - 319.
[Abstract] [Full Text] [PDF]