Evidence Based Practice
Most of these are briefs/summaries of studies
Therapy Service Model
Classroom-Based versus Pull-Out
Language Intervention: An
Examination of the Experimental
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,

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?
Sign Language
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
Teaching Literacy Using a
Multiple-Linguistic Word-Study
Spelling Approach: A Systematic
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.
by Emily Wang and Kelly Farquharson,

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
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
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
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?
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
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
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.
Facebook Discussion Group
11 Research-Based
Classroom Mgt Strategies
Article from Edutopia,
Sept 2017
Teaching to a Student's
"Learning Style"
From EdSurge, Aug 2015, this article
reviews the
lack of any evidence
that this approach works.
General Educational Info
Oral Motor Exercises
From Apraxia Kids.org, this article
reviews the major studies from
1981-2003 regarding the effectiveness
of using oral motor exercises to treat
speech disorders.
The Informed SLP
This website provides easy to
understand summaries of current
research findings for SLPs. Updated
monthly. Requires membership.
Link to Milestones page
The Correlation between
Non-Speech Oral Motor Exercises
(NSOME) and Speech Production in
Childhood Apraxia of Speech
Treatment. Study from Israel, 11/20.