| Evidence Based Practice Most of these are briefs/summaries of studies. See the whole list HERE. |
| Therapy Service Model |
| Classroom-Based versus Pull-Out Language Intervention: An Examination of the Experimental Evidence by Anita S. McGinty and Laura Justice, University of Virginia, 2006 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)? |
| Improving Communication for Children with Autism: Does Sign Language Work? by Jamie B. Schwartz, Ph.D., and Chad Nye, Ph.D., University of Central Florida, 2006 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? |
| To Sign Or Not To Sign? |
| A Speech-Language Pathologist's Dilemma: What is the Best Choice for Service Delivery in Schools? by Timothy Meline and Cassis Kauffman, Lamar University, 2010 A Director of Speech, Language and Hearing Services embarks on a scoping review of relevant literature addressing systems of SLH service delivery, including systematic reviews, case studies, and interviews with SLP experts. |
| Making Evidence-Based Decisions Regarding Service Delivery for School-age Students Participating in Narrative Intervention by Jayne Brandel, PhD, 2014 Do students with language disorders and those who have low language skills benefit more from classroom-based instruction on narratives or from instruction outside of the classroom to improve comprehension of and retelling of narratives? |
| Telepractice vs. On-Site Treatment: Are Outcomes Equivalent for School-Age Children by Johanna M. Rudolph and Stephen Rudolph, 2015 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? |
| Language & Literacy |
| An Evidence-Based Approach to Teach Inferential Language during Interactive Storybook Reading with Young Children by Elizabeth Spencer Kelley, 2015 Would young children demonstrate improvements in inferential question-answering after interactive book-reading intervention that targeted inferential questions in comparison to a similar intervention that targeted overall language ability? |
| The Effects of Technology-Assisted Instruction to Improve Phonological-Awareness Skills in Children With Reading Difficulties: A Systematic Review by Sue Ann S. Lee, Sherry Sancibrian, and Nicole Ahlfinger, 2013 For preschool and school-age children with or at risk for reading difficulties, does technology-assisted instruction lead to better phonological-awareness (PA) skills than instruction without technology? |
| Pre-Literacy Interventions for Preschool Students by Stacey Pavelko, University of Central Florida, 2010 What helps preschool students acquire pre-literacy skills? Based on the available evidence, shared book reading, and code-focused interventions that combine PA and phonics are the most promising interventions. |
| Teaching Literacy Using a Multiple-Linguistic Word-Study Spelling Approach: A Systematic Review by Julie Wolter, 2009 Will "multiple-linguistic word study" facilitate morphological awareness and phonological awareness? |
| A Clinical Language/Literacy Decision: Evidence-based Story Grammar Instruction by Kim Murza and Chad Nye, University of Central Florida, 2008 Does explicit instruction in story grammar positively impact elementary school students' comprehension abilities in reading narrative text? |
| Finding, Analyzing and Implementing a Phonemic Awareness Intervention by Jamie Schwartz, Debbie Hahs-Vaughn, Cheran Zadroga & Ana Rivera, University of Central Florida, 2008 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? |
| Making Informed Decisions about Literacy Intervention in Schools by Barbara J. Ehren, Ed.D., CCC-SLP, University of Central Florida, 2008 Speech-language pathologists (SLPs) in schools are exploring new or expanded roles with literacy, including intervention with students with language impairment (LI). An example is provided to demonstrate how a school SLP can utilize the questions to make EBP decisions regarding literacy-related interventions. |
| Evidence-Based Vocabulary Instruction for Elementary Students via Storybook Reading by Carla J. Johnson and Erin Yeates, University of Toronto, 2006 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? |
| Bilingual Issues |
| Assessment of Speech-Production Skills in Bilingual Mandarin-English Speaking Children: Difference vs. Disorder by Emily Wang and Kelly Farquharson, 2016 When assessing speech sound production of bilingual Mandarin-English speaking children, are standardized measures or informal assessment procedures better for determining whether the child has a speech sound disorder or speech sound difference? |
| Do Patients Treated for Voice Therapy with Telepractice Show Similar Changes in Voice Outcome Measures as Patients Treated Face to Face? by Balaji Rangarathnam, Haley Gilroy, and Gary H. McCullough, 2016 The article will provide evidence regarding treatment outcomes delivered via telepractice or face to face. |
| Writing Intervention for Spanish- Speaking English Language Learners by María R. Brea-Spahn and Megan Dunn Davison, 2012 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)? |
| Making Evidence-Based Assessment Decisions for Children Who Are Internationally Adopted by Kathleen A. Scott and Jenny Roberts, 2011 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? |
| Choosing the Language of Intervention for Spanish-English Bilingual Preschoolers with Language Impairment by Lisa M. Bedore, University of Texas at Austin, 2010 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? |
| Vocabulary Intervention for Elementary and Secondary School Students Who are English Language Learners by Stacy D. Shepard & Li Sheng, University of Texas-Austin, 2009 A bilingual student's limited English vocabulary knowledge could be influencing his reading comprehension, but the teacher 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? |
| Evidence-Based Practice for Bilingual Students with Language Impairment: General and Specific Treatment Questions by Amelia Medina and Jill Rentmeester, University of Minnesota, 2009 Julia, a speech-language pathologist (SLP), is working in a K–8 elementary school where the school's Somali population has grown 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. |
| English Literacy Development for English Language Learners by Kelly M. Thomason and Brenda K. Gorman, Marquette University and Connie Summers, The University of Texas at Austin, 2007 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 results suggest that supporting a child's home/native language promotes rather than hinders development of English literacy skills. |