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Evidence-based practice briefs (EBP Briefs)

Since its beginning in 2006, EBP Briefs seeks to answer some of the biggest questions of your daily activities, supported with evidence and written practically and efficiently for you by leaders in speech-language pathology and related disciplines. One of the goals of EBP Briefs is to allow you to read and implement easily.

In addition, for those who want a deeper, conversational look at the subject matter of an article, some articles have an informal "Author Chat" between the editor and author. The Author Chat is a brief, 10-15 minute interview with the author to ask follow-up and extension questions about the clinical area.

As always, we are interested in your feedback on EBP Briefs in general and are also looking to you to help identify specific questions you would like us to explore in upcoming EBP Briefs. Thank you in advance.

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Evidence-based practice briefs

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Volume 16 | Volume 15 | Volume 14 | Volume 13 | Volume 12 | Volume 11 | Volume 10 | Volume 9 | Volume 8 | Volume 7 | Volume 6 | Volume 5 | Volume 4 | Volume 3 | Volume 2 | Volume 1

Volume 16

Issue 2, January 2023: Assessing for Developmental Language Disorder in the Context of African American English

By Isabelle Francois, MA, Stefanie Lapka, MS, Nan Berstein Ratner, EdD, Monique T. Mills, PhD,

For young AAE speakers (P), how useful is the Developmental Sentence Scoring (DSS) compared with Index of Productive Syntax (IPSyn) in identifying developmental language disorder (DLD) in the presence of African American English (AAE)?

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Issue 1, January 2023: Assessing Speech Sound Ability in Bilingual Children With Diverse Language Experiences

By Chelsea Privette, PhD, CCC-SLP, Leah Fabiano-Smith, PhD, CCC-SLP

Would a bilingual preschooler with suspected speech sound disorder (P) be more accurately diagnosed via an assessment approach that integrates sociolinguistic information (I) or via standardized assessment with traditional scoring modifications (C) as shown by diagnostic compatibility with the converging concern approach (O)?

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Volume 15

EBP Briefs Editor's Note Volume 15

Issue 6, March 2022: The Effectiveness of Language and Vocational Training on Gainful Employment in Young Adults With Autism Spectrum Disorders

Issue 5, February 2022: Using Implementation Science for School-Based Telepractice

By Robin L. Alvares, PhD, CCC-SLP

For districts that are hesitant to consider on-site telepractice options because of negative perceptions of telepractice, does research on positive treatment outcomes and strategies for successful program implementation intervention result in reduced barriers and increased consideration of telepractice options for relevant stakeholders?

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Issue 4, February 2022: Telepractice Intervention for Dysphagia Secondary to Head and Neck Cancers

By Radish Kumar Balasubramanium, PhD, Vinaya Manchaiah, AuD, MBA, PhD, Balaji Rangarathnam, PhD, CCC-SLP

Do patients referred for telepractice swallowing therapy after a diagnosis of head and neck cancers (HNC) demonstrate improvement from baseline performance and/or comparable outcomes to in-person service delivery?

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Issue 3, February 2022: Treatment Intensity of Speech Intervention via Telepractice for Children With Speech Sound Disorders: A Systematic Review

By Sunjung Kim Thao, PhD, CCC-SLP, Sue Ann S. Lee, PhD, CCC-SLP

In speech intervention via telepractice for preschool and school-age children with speech sound disorders (SSD), is treatment intensity similar to or different from that of traditional in-person therapy for optimal treatment results?

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Issue 2, January 2022: Assessment of Speech Sound Disorders in Children: Considerations for Telepractice

Issue 1, January 2022: Supporting Caregivers of Children with Communication Disorders or Delays through Training and Coaching: comparing Telepractice and In-Person Delivery Methods

By Rebecca E. Hacker, MEd, James D. Lee, MS, BCBA, Hedda Meadan, PhD, BCBA-D

Do caregivers of young children with communication disorders or children with delays/deficits in social-communication skills who participate in training and coaching on communication strategies via telepractice compared to those who participate in training and coaching on communication strategies in person show enhanced knowledge and/or practice and satisfaction with the intervention’s procedures and outcomes?

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Volume 14

Issue 6, September 2020: The Incorporation of Hippotherapy as a Treatment Tool in Speech-Language Therapy Sessions for Adolescents with Communication Disorders

Issue 5, September 2020: Standardized and Informal Language Assessments Determining the Communication Needs of Transition-Age Students with Mild Intellectual Disability

By Jane Roitsch, PhD, CCC-SLP, MBA, Annemarie L. Horn, PhD

Should speech-language pathologists (SLPs) perform a formal standardized speech and language assessment and/or an informal speech and language sample to determine communication skills of students with mild ID during postsecondary transition?

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Issue 4, August 2020: The Use of Dynamic Assessment in the Evaluation of Early Literacy Skills

By Kelley Nelson-Strouts, MA, CCC-SLP, W. Matthew Gillispie, PhD, CCC-SLP, Mindy Bridges, PhD, CCC-SLP

When assessing a kindergarten student in the area of early reading skills, does dynamic assessment provide additional classification accuracy over and above static, standardized assessments when determining if the student exhibits a difference in early learning experiences or a true disorder?

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Issue 3, August 2020: Comparing Augmentative and Alternative Communication Interventions on Requesting Skills for Children with Complex Communication Needs

Issue 2, November 2019: Service Delivery for Children with Speech Sound Disorders: Evidence for the Quick Articulation! Model

By Elizabeth Roepke, MS, CCC-SLP, Tamar Greenwell, MS, CCC-SLP, Françoise Brosseau-Lapré, PhD, CCC-SLP

Would a school-age child with speech sound disorder (SSD) benefit more from individual drill therapy (Quick Articulation!) or traditional school-based group therapy as measured by improved speech accuracy?

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Issue 1, November 2019: The Utilization of Internal and External Memory Strategies in Evidence-Based Practice

By Emily Davis, MSEd, SLP-CF, Jennifer Wolff, MSEd, SLP-CF, Rebecca Murdock, MSEd, SLP-CF, Myrelsa J. Lopez, MHA, MSEd, SLP-CF, Kimberly A. Murphy, PhD, CCC-SLP

For adult patients with cognitive linguistic impairment because of traumatic brain injury (TBI), is the use of internal and/or external memory strategies beneficial to memory outcomes compared to alternative or no treatment?

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Volume 13

Issue 6, January 2019: Efficacy of Professional Development with Individualized Coaching to Enhance Educator Knowledge and Practice of Emergent Literacy Skills

by Alyssa Klawiter, MA, CF-SLP, Li Sheng, PhD

Do preschool and kindergarten teachers (P) who participate in professional development programs that focus on emergent literacy skills with built-in individualized coaching (I) compared to those who do not participate in professional development programs (C) show enhanced knowledge and/or practice in the classroom environment (O)?

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Issue 5, May 2019: Complex Syntax Interventions for Young Children with Language Impairments

Issue 4, February 2019: Effects of Stuttering Treatment: A Systematic Review of Single-Subject Experimental Design Studies

Issue 3, January 2019: WH-Question Intervention for Children with Language Disorders

Issue 2, July 2018: The Effects of Multimedia E-Book Use on Vocabulary Acquisition for Children with Language Impairments

Issue 1, July 2018: Interprofessional Education for Preprofessional Speech-Language Pathologists and General-Education Teachers

by Danika L. Pfeiffer, MS, CF-SLP, Stacey L. Pavelko, PhD, CCC-SLP, Susan B. Ingram, PhD, CCC-SLP, James Madison University

Do preprofessional speech-language pathology (SLP) and general education students (P) who have interprofessional opportunities when providing language interventions to children with language impairments (I) compared to not having interprofessional opportunities (C) show improvement in their interprofessional Education Collaborative core competencies (IPEC) (O)?

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Volume 12

2017-2018: Editorial Overview

Issue 6, March 2018: Bilingual Vocabulary Support for Dual Language Learners: A Systematic Review

by Ulla Licandro, PhD

Would a dual language learning (DLL) child age 2+ years with delayed or impaired vocabulary development (P) show gains in both languages when supplementing intervention in his or her second language (L2) with an indirect speech language pathologist-supervised or prompted first language (L1) intervention (I) in comparison to no supplemental intervention in the child’s home language or no intervention (C) as shown by L1 or L2 vocabulary growth (O)?

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Issue 5, March 2018: Using Thickened Liquids to Improve Swallowing Physiology in Infants with Dysphagia: A Review of External Evidence

by Caitlin A. Cummings, MA, CCC-SLP, Melanie Stevens, MS, CCC-SLP, Nancy Batterson, OT/L, SCFES, Kathleen Cianca, MHS, OTR/L, Nationwide Children’s Hospital

For infants with oropharyngeal dysphagia, does thickening liquids decrease laryngeal penetration and/or aspiration when compared to not thickening liquids and continuing with thin liquids alone?

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Issue 4, August 2017: Effects of Self-Regulated Strategy Development on the Writing Skills of School-Age Children with Attention-Deficit/Hyperactivity Disorder

Issue 3, July 2017: Memory Restoration Using Computerized Cognitive Training after Pediatric Traumatic Brain Injury: A Review of the Evidence

by Jennifer P. Lundine, PhD, CCC-SLP, BC-ANCDS

For children and adolescents with memory impairments after traumatic brain injury (TBI), do computerized cognitive training (CCT) programs used in conjunction with traditional therapy vs. traditional therapy alone lead to memory gains in daily activities?

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Issue 2, June 2017: The Effectiveness of Spaced Retrieval on Improving Self-Feeding and Use of Compensatory Swallowing Strategies in Individuals with Dementia Residing in a Long-Term Care Facility

by Ryan S. Huzak, MS, CCC-SLP and Christen G. Page, PhD, CCC-SLP

Do adults with dementia living in a long-term care facility who receive spaced retrieval training show improvement in self-feeding and/or use of swallowing compensations compared to those who do not receive spaced retrieval training?

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Issue 1, May 2017: Altering the Prosodic Features of Motherese to Promote Joint Attention in Language-Delayed Children

Volume 11

2016-2017: Editorial Overview

Issue 6, January 2017: Auditory-Verbal Therapy as an Intervention Approach for Children Who Are Deaf: A Review of the Evidence

Issue 5, December 2016: Do Patients Treated for Voice Therapy with Telepractice Show Similar Changes in Voice Outcome Measures as Patients Treated Face to Face?

by Caitlin A. Cummings, MA, CCC-SLP, Melanie Stevens, MS, CCC-SLP, Nancy Batterson, OT/L, SCFES, Kathleen Cianca, MHS, OTR/L, Nationwide Children’s Hospital

For infants with oropharyngeal dysphagia, does thickening liquids decrease laryngeal penetration and/or aspiration when compared to not thickening liquids and continuing with thin liquids alone?

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Issue 4, August 2016: Strategies for Maximizing Speech-Recognition Performance: Adults with Mild to Moderately Severe Sensorineural Hearing Loss

Issue 3, August 2016: Effects of Bolus Size on Swallow Safety: A Systematic Review of External Evidence

by Karen Rizzo, Leah Mong, Morgan Helser, Natalie Howard, Isla Katz, Donna Scarborough

Among individuals who have been diagnosed with thin liquid aspiration by instrumental evaluation, does sipping one measured small sip (i.e., regulated to volume of 1 to 5 mL per sip) versus unregulated sip sizes reduce the frequency of or even completely eliminate aspiration when evaluated instrumentally?

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Issue 2, May 2016: Evidence-Based Intervention for Individuals with Acquired Apraxia of Speech

Issue 1, May 2016: Which AAC Interface Design Facilitates Communicative Interactions for Persons with Nonfluent Aphasia?

Volume 10

2015-2016: Editorial Overview

Issue 6, February 2016: Comparison of Parent-Implemented and Clinician-Directed Intervention for Toddlers Identified as Late Talkers: A Literature Review

by Shari L. DeVeney and Jessica L. Hagaman

Would a child who is a late talker (P) show greater improvement with parent-implemented intervention models (l) or with clinician-directed intervention models (C) as shown by improvements in expressive language skills (O)? If so under what circumstances?

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Issue 5, February 2016: Assessment of Speech-Production Skills in Bilingual Mandarin-English Speaking Children: Difference vs. Disorder

Issue 4, February 2016: The Effectiveness of Academic Accommodations for School-Age Students with Traumatic Brain Injury

Issue 3, October 2015: An Evidence-Based Approach to Teach Inferential Language during Interactive Storybook Reading with Young Children

Issue 2, September 2015: Telepractice vs. On-Site Treatment: Are Outcomes Equivalent for School-Age Children

by Johanna M. Rudolph and Stephen Rudolph

Do school-age children receiving treatment for speech, language, and/or communication disorders show equivalent benefit from telepractice-based intervention as from on-site intervention as shown by comparable improvement in speech, language, and communication skills across the two treatment platforms?

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Issue 1, May 2015: Sleep Disorders as a Risk to Language Learning and Use

Volume 9

2014-2015: Editorial Overview

Issue 6, March 2015: Teaching Reading to Youth with Fragile X Syndrome: Should Phonemic Awareness and Phonics Instruction Be Used?

Issue 5, March 2015: Improving Speech Intelligibility in Children with Childhood Apraxia of Speech: Employing Evidence-Based Practice

Issue 4, December 2014: Making Evidence-Based Decisions Regarding Service Delivery for School-Age Students Participating in Narrative Intervention

Issue 3, September 2014: Best Practices for Assessing Communication Skills Prior to Preference Assessments for Students With Severe Developmental Disabilities

Issue 2, June 2014: Effects of Morphological-Based Intervention on Vocabulary Learning in School-Age Children With Language Learning Difficulties

Issue 1, April 2014: Comparing the Effects of Working Memory-Based Interventions for Children with Language Impairment

Volume 8

2013-2014: Editorial Overview

Issue 6, March 2014: Application of the PICO Process to Plan Treatment for a Child with a Co-Occurring Stuttering and Phonological Disorder

by Keegan M. Koehlinger, Linda Louko and Patricia Zebrowski

What treatment approaches are available to reduce the frequency of phonological processes and disfluencies (moments of stuttering or stuttered words or syllables) in a school-aged child with a phonological disorder (PD) and an additional stuttering disorder (SD)? Additionally, what is the treatment efficacy of available approaches?

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Issue 5, March 2014: Target Selection in Speech Therapy: Is a Non-Developmental Approach more Efficient than a Developmental Approach?

Issue 4, December 2013: Evidence-Based Decisions: Memory Intervention for Individuals With Mild Cognitive Impairment

Issue 3, September 2013: Comparing Evidence-Based Interventions for Toddlers with Autism Spectrum Disorders

Issue 2, July 2013: Evidence-Based Intervention Options for Chronic Dysphagia Following Lateral Medullary Stroke

Issue 1, March 2013: The Effects of Technology-Assisted Instruction to Improve Phonological-Awareness Skills in Children With Reading Difficulties: A Systematic Review

Volume 7

2012-2013: Editorial Overview

Issue 6, March 2013: Application of EBP Guidelines to Treatment Planning for an Adolescent Who Stutters

by Patricia M. Zebrowski, PhD

Would an adolescent who stutters (P) exhibit long-term improvement in stuttering management from fluency shaping approaches (I) or speech modification techniques (C), as shown by increases in controlled and spontaneous fluency, reduced severity of moments of stuttering, and decreased negative impact of stuttering (O)?

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Issue 5, March 2013: Evaluating Group Therapy for Aphasia: What is the Evidence?

Issue 4, December 2012: Evidence-Based Intervention for Toddlers with Sensorimotor Feeding Disorders

by Erin E. Redle

For toddlers with feeding disorders characterized by oral-motor deficits and limited texture acceptance, would an intervention that specifically included at least one sensory processing component (e.g., tactile, proprioception) and an oralmotor component be more effective than only an oral-motor intervention?

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Issue 3, September 2012: Do Phonemic Awareness Interventions Improve Speech in Preschool Children with Speech Sound Disorders?

Issue 2, June 2012: Writing Intervention for Spanish-Speaking English Language Learners: A Review of Research

by María R. Brea-Spahn and Megan Dunn Davison

Would Spanish-speaking ELL students who struggle to learn to write (P) benefit more from writing intervention that addresses cognitive (executive function) and social well-being (motivation, peer inclusion) (I), or writing intervention strategies that address written language text macrostructure or microstructure only (C), as shown by significant changes in macro- and microstructural components in students' written compositions (O)?

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Issue 1, March 2012: Evidence-Based Practice: A Retrospective Overview and Proposal for Future Directions

Volume 6

2011-2012: Editorial Overview

Issue 6, March 2012: The Effects of Matrix Strategy Intervention on Improving Word Combination Skills in Preschool Children with Intellectual Disabilities

Issue 5, March 2012: Behavioral Voice Therapy in School-Age Children with Vocal Fold Nodules

Issue 4, December 2011: Using Fidelity Measures to Support Collaboration in Inclusive Preschool Settings

by Emily R. Marturana, Mollie R. Friedman, Jennifer A. Brown, and Juliann J. Woods

In addition to measuring the accuracy of the delivery of intervention, can fidelity measures provide insight on the effectiveness of the SLP-teacher collaborative consultation and increase embedded language intervention opportunities in the classroom?

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Issue 3, September 2011: Making Evidence-Based Assessment Decisions for Children Who Are Internationally Adopted

by Kathleen A. Scott and Jenny Roberts

As the number of children adopted from foreign countries continues to grow substantially, questions persist regarding their long-term language and literacy skills. What is the best language assessment battery to determine if a second grade student, who was internationally adopted at 36 months old, has language impairment?

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Issue 2, June 2011: Augmentative and Alternative Communication Intervention for Persons with Chronic Severe Aphasia: Bringing Research to Practice

by Rajinder K. Koul, PhD, and Melinda Corwin, PhD

With the advent of evidence-based practice (EBP) in health care, it has become important to appraise the available evidence on the efficacy of AAC intervention in persons with aphasia. Should we consider a technology-based AAC intervention or a nontechnology-based AAC intervention treatment approach for a person with chronic severe Broca's aphasia and apraxia of speech?

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Issue 1, March 2011: Maximizing Conversational Independence: Overview and Proposal for Future Directions

by Trina D. Spencer and Timothy C. Slocum

Script training is designed specifically to improve conversational independence, but primarily of children with autism and not children with SLI. Can an intervention strategy whose research was done with one population be used effectively with a different population for the same purpose?

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Volume 5

2010-2011: Editorial Overview

Issue 6, October 2011: Improving Phonemic Awareness in Children With Learning Disabilities

Issue 5, March 2011: Evidence-Based Speech and Language Intervention Techniques for the Birth-to-3 Population

Issue 4, December 2010: A Speech-Language Pathologist's Dilemma: What is the Best Choice for Service Delivery in Schools?

by Timothy Meline and Cassis Kauffman, Lamar University

Asked to deliver improved outcomes and reduced costs for Speech, Language and Hearing (SLH) service delivery, a Director of Speech, Language and Hearing Services chooses an evidence-based approach. She embarks on a scoping review of relevant literature addressing systems of SLH service delivery, including systematic reviews, case studies, and interviews with SLP experts.

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Issue 3, October 2010: Pre-Literacy Interventions for Preschool Students

Issue 2, June 2010: Remediation of Phonological Disorders in Preschool Age Children: Evidence for the Cycles Approach

by Johanna M. Hassink and Oliver Wendt, Purdue University

Does the Cycles Approach result in effective remediation of phonological disorders? Evidence for the efficacy of the Cycles Approach is limited. The best evidence available suggest that this approach is effective with children who exhibit severe phonological disorders both in isolation and in combination with other language disorders.

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Issue 1, March 2010: Choosing the Language of Intervention for Spanish-English Bilingual Preschoolers with Language Impairment

by Lisa M. Bedore, University of Texas at Austin

Katy is a speech-language pathologist working with a preschooler who has just been indentified as having language impairment, and speaks predominantly Spanish. In his home environment, Spanish is the primary language and his parents want him to be able to communicate in that environment, as well as at school. The child's teacher, however, believes that intervention should be in English. In which language should Katy conduct intervention?

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Volume 4

2009-2010: Editorial Overview

Issue 6, March 2010: Classroom Amplification Benefits for Academic Skills and Speech Recognition

Issue 5, March 2010: Joint Attention as a Primary Target for Intervention in a Young Child with ASD for the Birth-to-3 Population

Issue 4, November 2009: Vocabulary Intervention for Elementary and Secondary School Students Who are English Language Learners: A Review of Research

by Stacy D. Shepard & Li Sheng, University of Texas at Austin

Debbie, a monolingual elementary school speech-language pathologist (SLP), frequently assists other teachers with creating and implementing intervention plans for students. She recently was approached by a fifth-grade teacher who was concerned about one Spanish-English bilingual student who struggles in English class. The teacher thinks that this student's limited English vocabulary knowledge could be influencing his reading comprehension, but is unsure of how to address these needs in the classroom. Can Debbie suggest evidence-based strategies the teacher may implement to help this student?

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Issue 3, September 2009: Evidence-Based Practice for Bilingual Students with Language Impairment: General and Specific Treatment Questions

by Amelia Medina and Jill Rentmeester, University of Minnesota

Julia, a speech-language pathologist (SLP), is working in a K–8 elementary school in a large urban school district. In the past five years, the school's Somali population has more than doubled from 20% to 45%. Her goal, like other SLPs, is to enable her students' success by building and bridging Somali and English communication skills for home, community, and school settings. Julia's research has focused on monolingual English-speaking students with impairments.

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Issue 2, June 2009: Reducing Self-Injurious Behaviors in Individuals With Autism: Benefits of Functional Communication Training

by Miriam C. Boesch and Oliver Wendt, Purdue University

Beth, a special education teacher, reports that a student with Autism is increasingly exhibiting self-injurious behavior. Helen, a speech-language pathologist (SLP), also notices the increase in negative behavior. Beth and Helen consider the use of functional communication training (FCT).

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Issue 1, March 2009: Video Modeling to Improve Play Skills in a Child with Autism: A Procedure to Examine Single-Subject Experimental Research

by Veronica Smith, PhD, University of Alberta

Maryanne, a school-based SLP, works with the IEP team to support a kindergarten student with autism. Maryanne researches an intervention called "video modeling" to determine the appropriateness for this student, given the IEP team's view that play-based skills are a critical element for this student's IEP. Will Maryanne find enough EBP support to warrant the implementation of video modeling?

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Volume 3

2008-2009: Editorial Overview

Issue 6, June 2009: The Effects of Structured Writing Intervention for Elementary Students With Special Needs: A Systematic Review

Issue 5, June 2009: Teaching Literacy Using a Multiple-Linguistic Word-Study Spelling Approach: A Systematic Review

Issue 4, December 2008: A Clinical Language/Literacy Decision: Evidence-Based Story Grammar Instruction

by Kim Murza and Chad Nye, University of Central Florida

An SLP in a small urban elementary school wants to help second grade students on his caseload improve their reading comprehension. He looks to his knowledge of evidence-based practice for the answer to his question: does explicit instruction in story grammar positively impact elementary school students' comprehension abilities in reading narrative text?

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Issue 3, September 2008: Finding, Analyzing and Implementing a Phonemic Awareness Intervention: Guidelines to a Decision-Making Process

by Jamie Schwartz, Debbie Hahs-Vaughn, Cheran Zadroga & Ana Rivera, University of Central Florida

A reading specialist and an SLP team up to support a change request to a 3rd grader's Individualized Education Plan (IEP) regarding phonemic awareness intervention. Will they find the evidence they need to support the IEP change?

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Issue 2, June 2008: The Use of Phonics in the Teaching of Reading and Spelling

by Greg Brooks, University of Sheffield, UK, and Carole J. Torgerson and Jill Hall, University of York, UK

Whether or not to teach phonics has long been a polarizing debate between phonics and whole language advocates. The authors provide a research-based review of phonics and its role in teaching reading and writing. Their findings lead to recommendations of how to best incorporate systematic phonics teaching in the classroom and in teacher training.

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Issue 1, April 2008: Making Informed Decisions about Literacy Intervention in Schools: An Adolescent Literacy Example

by Barbara J. Ehren, EdD, CCC-SLP, University of Central Florida

Speech-language pathologists (SLPs) in schools are exploring new or expanded roles with literacy, including intervention with students with language impairment (LI). At the same time, they seem to be struggling to find the motivation and time to engage in evidence-based practice (EBP). The author makes the case that EBP fits well within school culture. An example is provided to demonstrate how a school SLP can utilize the questions to make EBP decisions regarding literacy-related interventions.

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Volume 2

2007-2008: Editorial Overview

Issue 6, March 2008: Treatment for Teachers with Voice Disorders: An Evidence-Based Review

Issue 5, March 2008: Phonemic Awareness Instruction for Preschoolers: The Evidence for Pre-Phonemic versus Phonemic Tasks

Issue 4, December 2007: Evidence-Based Practice for School-Age Stuttering: Balancing Existing Research with Clinical Practice

by J. Scott Yaruss and Kristin Pelczarski, University of Pittsburgh

A speech-language pathologist (SLP) works with a child who stutters to translate successes from the therapy room to her school and home settings. When the current treatment plan isn't working, the SLP looks to research for answers. What process will she use to narrow and evaluate the research in order to make effective treatment changes?

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Issue 3, September 2007: Self-Regulated Strategy Development for Written Expression: Is it Effective for Adolescents?

by Laura Jacobson and Robert Reid, University of Nebraska-Lincoln

An educator examines why the special education students at his small, urban high school have difficulty with writing and what he can do to help. Because his school system already expects students to have the requisite writing skills, many special education students don't have the chance to improve their skills during high school and may not pass the district's graduation exam. The educator and his colleagues respond by applying the research-based Self-Regulated Strategy Development (SRSD) model. What will they and their students learn from their efforts?

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Issue 2, July 2007: English Literacy Development for English Language Learners: Does Spanish Instruction Promote or Hinder?

by Kelly M. Thomason and Brenda K. Gorman, Marquette University, and Connie Summers, University of Texas at Austin

In this brief, the authors consider whether instruction in a child's native language (particularly Spanish) hinders or promotes learning of literacy in English. The authors conduct a four-step process for identifying research on this topic, examining this literature, and then determining the answer to this clinical question. The results suggest that supporting a child's home/native language promotes rather than hinders development of English literacy skills.

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Issue 1, March 2007: Parent-Implemented Interactive Language Intervention: Can It Be Used Effectively?

by Anita S. McGinty and Laura Justice, University of Virginia

In this brief, we consulted the available experimental evidence to consider an important question that clinicians often ask: Should I provide speech-language intervention within the child's classroom (classroom-based) or outside of the classroom (pull-out)?

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Volume 1

2006-2007: Editorial Overview

Issue 6, February 2007: Evidence-Based Reviews of Cognitive Rehabilitation for Individuals With Traumatic Brain Injury: What Clinical Questions Do They Answer?

by Mary R.T. Kennedy

The purpose of this article is to provide SLPs with an overview of currently published, systematic reviews of cognitive rehabilitation and, more specifically, to identify those reviews that would provide them with practical recommendations concerning their clinical practice.

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Issue 5, February 2007: Intervention for Preschool Children With Moderate-Severe Phonological Impairment

Issue 4, December 2006: Social Skills Intervention for Adolescents with Autism Spectrum Disorders: A Review of the Experimental Evidence

by Sloane Burgess and Lyn S. Turkstra

The social situations that adolescents encounter on a daily basis require both speed and agility: they must select comments that directly address the topic at hand, control utterance length so as not to monopolize the conversation, take the perspective of others and use both verbal and nonverbal methods to convey and state implied meaning.

Added to this, the idiomatic language of adolescent peer groups continually evolves, and familiarity with this language is important to building and sustaining relationships with one's peer group.

With the vast array of therapy materials and approaches available, how would a clinician determine the most recent evidence available supporting current intervention practices?

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Issue 3, October 2006: Evidence-Based Vocabulary Instruction for Elementary Students via Storybook Reading

by Carla J. Johnson and Erin Yeates, University of Toronto

Speech-language pathologists who are interested in evidence-based practice may wish to know whether there is scientific evidence to support particular methods of vocabulary instruction... Do elementary schools students learn new vocabulary more effectively from hearing stories with brief explanations of unknown words than from hearing stories without such explanations?

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Issue 2, July 2006: Improving Communication for Children with Autism: Does Sign Language Work?

by Jamie B. Schwartz, PhD, and Chad Nye, PhD, University of Central Florida

One of the signature characteristics of children with autism is failure to develop adequate communication skills. Clinicians often are faced with the decision of selecting and implementing an aided or unaided augmentative or alternative communication system for these individuals. Given that a clinician may recommend sign language training for a child with autism, what evidence is available upon which to base this decision?

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Issue 1, April 2006: Classroom-Based versus Pull-Out Language Intervention: An Examination of the Experimental Evidence

by Anita S. McGinty and Laura Justice, University of Virginia

In this brief, we consulted the available experimental evidence to consider an important question that clinicians often ask: Should I provide speech-language intervention within the child's classroom (classroom-based) or outside of the classroom (pull-out)?

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