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Language, Speech, and Hearing Services in Schools Vol.39 78-88 January 2008. doi:10.1044/0161-1461(2008/008)
© American Speech-Language-Hearing Association
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Articles

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

Tim Brackenbury
Elizabeth Burroughs
Lynne E. Hewitt
Bowling Green State University, Bowling Green, OH

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




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