A Qualitative Examination of Current Guidelines for Evidence-Based Practice in Child Language Intervention.
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| Title: | A Qualitative Examination of Current Guidelines for Evidence-Based Practice in Child Language Intervention. |
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| Authors: | Brackenbury, Tim1 tbracke@bgnet.bgsu.edu, Burroughs, Elizabeth1, Hewitt, Lynne E.1 |
| Source: | Language, Speech & Hearing Services in Schools. Jan2008, Vol. 39 Issue 1, p78-88. 11p. 1 Chart. |
| Subject Terms: | *Case studies, *Evidence-based education, *Reading intervention, *Qualitative research, *Autism in children, *Speech disorders, Evidence-based pediatrics |
| Company/Entity: | American Speech-Language-Hearing Association |
| Abstract: | Purpose: The present investigation examines the time, effort, and resources that evidence-based practice (EBP) requires, and looks at what types of results are obtained. Method: Principles of EBP as outlined by the American Speech-Language-Hearing Association were applied to 3 treatment case studies. Results: The cases took between 3 and 7 hr to complete and yielded different amounts and types of results. Individual article searches yielded better results than did searches of systematic reviews. Most evidence found was from small-group and individual case studies. Conclusion: EBP is a necessary part of effective and ethical treatment. The resources needed, time involved, and availability of relevant information make current guidelines for EBP challenging for most full-time practitioners. Specific recommendations to address these concerns are offered. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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