HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS		QUICK SEARCH:   [advanced] Author: Keyword(s): Year:  Vol:  Page:

This Article Full Text Full Text (PDF) Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal My Folders Download to citation manager Citing Articles Citing Articles via Google Scholar Google Scholar Articles by Brackenbury, T. Articles by Hewitt, L. E. Search for Related Content PubMed PubMed Citation Articles by Brackenbury, T. Articles by Hewitt, L. E.

A Qualitative Examination of Current Guidelines for Evidence-Based Practice in Child Language Intervention

Contact author: Tim Brackenbury, Department of Communication Disorders, Bowling Green State University, 246 Health Center Building, Bowling Green, OH 43403. E-mail: tbracke{at}bgnet.bgsu.edu.

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.

KEY WORDS: clinical practice, intervention research, autism, vocabulary intervention, oral motor therapy