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Use Of Evidenced Based Practice In The Field Of Speech Language Pathology

1328 words - 6 pages

“Evidence-based practice is the integration of best research evidence with clinical expertise and patient values” (ASHA). Staff of ASHA embarked upon the new idea of Evidence-Based Practice (EBP) in 2005. The goal of EBP is the integration of: clinical expertise/expert opinion, external scientific evidence, and client/patient/caregiver perspective to provide high-quality services reflecting the interests, values, needs, and choices of the individuals we serve (ASHA). The four steps of EBP include: framing the clinical question, finding the evidence to suppose the question, assessing the evidence, and making the clinical decision. Researchers have studied the status of current implementation ...view middle of the document...

Tangible resources may include statewide professional development opportunities (e.g. workshops and online modules) and guidance documents (e.g. resource manuals), which are established by the state education agency (SEA). Local education agencies (LESs), also known as school districts, may develop more specific protocol and guidelines, and offer local opportunities for in-service and professional development (Hoffman, Ireland, Hall-Mills, & Flynn, 2013). According to ASHA’s Roles and Responsibilities, SLP’s in schools implement EBP through prevention, assessment, and intervention. Intangible resources may include SLP’s discussing EBP with colleagues or peer mentors or study EBP in a group setting. A study was conducted by creating an online survey, to test SLP’s engagement in EBP and to see if it’s being utilized properly in their clinical environment. Results revealed that one quarter of survey respondents had no formal training, 11% of SLPs working in school districts continue their education in EBP, and 91% had no scheduled time to support EBP activities (Hoffman, Ireland, Hall-Mills, & Flynn, 2013). A low percentage of involvement in EBP activities was concluded. However, results revealed that SLP’s are interested in additional training and resources to support scientifically based practices (Hoffman, Ireland, Hall-Mills, & Flynn, 2013).
ASHA developed a committee to create reviews of treatment for children with language impairments. When conducting this study, the committee had to follow the steps of EBP to create an appropriate question and hypothesis (Gerber, Brice, Capone, Fujiki, & Timler, 2012).

It has been a challenge to implement EBP in the field of Speech-Language Pathology. Worrall and Bennet discussed several potential barriers to EBP that might affect speech-language pathologists. These barriers include: databases that lack critical journals from the field of communication disorders, a lack of evidence or high-level evidence in specific areas, mismatches between evidence and the reality of clinical services, and the lack of a database of critically appraised topics in speech-language pathology (Meline & Paradiso, 2003). A survey was conducted in the United Kingdom in which 66 speech therapists ranked the substantial barriers of EBP. These included: research findings are not consolidated in one place (77.3%), insufficient reading time (72.7%), and difficulty understanding statistical analysis (71.2 %) (Zipoli & Kennedy, 2005).
If one is interested in conducting a study and publishing a manuscript based on their study, standards must be met. It is a challenge to implement EBP because some published manuscripts may be rejected due to one or more errors in the design of the study that may or not be possible to fix. Two doctoral students were interested in designing software that would facilitate the learning of figurative expressions (common American idioms) in school-age children with specific language impairment (SLI)...

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