Language, Speech, and Hearing Services in Schools Vol.34 273-283 October 2003. doi:10.1044/0161-1461(2003/023)
© American Speech-Language-Hearing Association
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Evidence-Based Practice in Schools

Evaluating Research and Reducing Barriers

Timothy Meline 1
Teri Paradiso 2
1 The University of Texas-Pan American, Edinburg
2 Brownsville Independent School District, Brownsville, TX

tmeline{at}panam.edu

This article examines the clinician/researcher relationship, suggests directions for improving the relationship, and discusses avenues for transferring information from research to clinical practice. An eight-step model for transferring research studies to practice is adopted, and three of the eight steps are targeted for discussion and illustration. To illustrate the use and interpretation of effect size measures for practical significance, as well as the transfer of research results to practice (evidence-based practice [EBP]), a case study from the contemporary literature is presented. Speech-language pathologists in schools and other work settings were surveyed to evaluate barriers to EBP. The survey suggested several possible barriers to EBP. For example, the speech-language pathologists surveyed agreed that there is not enough time on the job for research and other EBP activities. Collaborations between clinicians and researchers are recommended as a good avenue for applied research. The methods illustrated for critically evaluating research are useful for engaging EBPs. Further, clinicians in schools are encouraged to adopt EBPs with active involvement in research collaboration whenever possible.

KEY WORDS: evidence-based practice, effect size, practical significance, meta-analysis

Submitted on February 24, 2003
Accepted on June 16, 2003


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