Evidence-Based Practice and Empirically-Supported Practices in Child Language Disorders
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Evidence-based practice (EBP) has become a hot topic in clinical social work and other mental health disciplines. Mental health professionals have called attention to the need for clinical decision-making to be based on the best available empirically supported treatments integrated with client preferences, values, and circumstances. This movement has greatly stimulated mental health professionals to develop, test, and adopt efficacious treatments for clients with psychological problems, but what is missing in the literature is the cultural context in which these treatments must be implemented to be effective with racial/ethnic minority populations. Herein, we utilize the culturally centered framework of Bernal, Bonilla and Bellido (1995) to examine its utility in assessing to what extent empirically supported mental health treatments incorporate culturally relevant components.
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Although applied behavior analysis researchers have created efficacious treatment and intervention practices for children and youth with autism spectrum disorder (ASD), there is a gap between research and practice. Implementation Science (IS) and Organizational Behavior Management (OBM), based with Applied Behavior Analysis, are two parallel fields that could close this gap. This paper provides descriptions of both IS and OBM, highlighting their commonalities and unique featuers. The paper concludes with examples of how researchers have used IS and OBM to promote practitioners' use of evidence-based practices and services for children and youth with ASD.
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Preface 1. Introduction 2. Evidence-Based Practice: Definition and Process 3. Creating Answerable Questions 4. Investigating the Evidence 5. Appraising the Evidence 6. Adapting and Applying the Evidence 7. Evaluating Group Outcomes Using Descriptive Drugs 8. Evaluating Individual Outcomes Using Single-Subject Designs 9. Ethics for Evidence-Based Practice 10. Systemic Change Glossary Appendix A: Internet Resources for Evidence-Based Practice Appendix B: Annotated Bibliography on Empirically-Supported Interventions Appendix C: Ten Threats to Internal Validity References Index
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Empirically-informed practice is increasingly important as managed health care environments demand accountability in mental health and health care services. In this comprehensive text, Dr. Corcoran makes implementing evidence-based clinical practice easy. She reviews the most common problem areas social workers encounter. Each chapter reviews of the family treatment outcome literature, addresses different theoretical orientations, summarizes the most current clinical research studies, and provides information on standardized, self-report instruments and their validity. The topics include: child physical abuse and neglect, ADHD, sexual abuse, eating disorders, schizophrenia, caregiving of the elderly, and more.
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Researchers, practitioners, as well as policy makers have shown increasing concern with persistent gaps between the generation and use of scientific knowledge in educational and therapeutic practices. This article includes an analysis of this issue with a specific focus on childhood language disorders. Two science-practice linkage models are presented with discussion of the applicability of each to improvements in practice. Strategies for integrating research within everyday practices are considered, including case examples that illustrate the formation, processes, and outcomes of partnerships between university-based researchers and practicing speech-language pathologists.
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This chapter looks at the culture of "evidence-based practice" that has become such a key element of the underlying rationale for the management of health care in developed, and indeed developing, countries. Historically the principles underpinning evidence-based practice apply across all branches of health care and great steps have been taken in the treatment of children with developmental language disorder and in the field of speech and language science more generally to use evidence to inform practice. Practitioners completed a questionnaire relating to their practice for a single child with receptive language impairment within the 5–11 age range, providing details and rationales for several therapy activities. The chapter aims to a growing body of work investigating the perspectives of children and young people with speech and language impairments and provides new information about preschool children's perspectives on speech and language therapy in particular.
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