Pearson’s EBP Briefs are case studies designed to assist with using evidence-based practice (EBP) in everyday clinical decision-making. This case will examine the clinical question, “Does explicit instruction in story grammar positively impact elementary school students’ comprehension abilities in reading narrative text?” The related literature search and analysis, along with the resultant clinical decision and application to clinical practice, will also be discussed. A relevant assessment tool for this case is the CELF-5 (Semel, Wiig & Secord, 2013).
After this course, participants will be able to identify the clinical question for an example case scenario.
After this course, participants will be able to list relevant search criteria for retrieving evidence related to the clinical question.
After this course, participants will be able to identify factors to consider when evaluating the evidence.
After this course, participants will be able to describe a clinical decision based on the evidence analysis.
Background and Clinical Question
Search for Evidence
Evaluating the Evidence
The Evidence-based Decision and Application to Clinical Practice
Handouts are available for this course.
Chad Nye, PhD
Dr. Chad Nye is recently retired as a Professor in the Department of Communication Sciences and Disorders and Executive Director of the Center for Autism and Related Disabilities at the University of Central Florida. During the past 15 years, Dr. Nye has served as the Editor and subsequently the Co-Chair of the Campbell Collaboration (C2) Education Coordinating Group, as well as an external reviewer for the Cochrane Collaboration. In addition he was the Editor of the Evidence Based Practice Briefs and an Associate Editor for the Evidence-based Communication Assessment and Intervention journal. He has been an author/co-author of three Cochrane Collaboration reviews and three Campbell Collaboration reviews in addition to several print journal publications of systematic reviews and meta-analysis. He has served as a Principal investigator, Co-Principle investigator, or consultant for grants funded by US Dept. of Education, NIH, NHS, and NIDRR. He served as a Fulbright Senior Research Scholar in the country of Jordan 1995 and a University of Pennsylvania/Campbell Collaboration/Robert Wood Johnson Post-Doctoral Fellow in 2001-2002. He has also taught courses in evidence based research and practice, and served as dissertation committee chair and member for post graduate research candidates.
Kimberly Murza, PhD, CCC-SLP
Kim Murza, PhD, CCC-SLP, received her doctorate in Communication Sciences and Disorders from the University of Centrl Florida, where she specialized in language and literacy with a focus on autism spectrum disorder. She is currently an assistant professor in the department of Audiology and Speech-Language Sciences at the University of Northern Colorado teaching undergraduate and graduate courses in language and literacy, evidence-based practice, and phonetics. Dr. Murza has worked privately and in the public school system as a speech-language pathologist with children and adolescents in pre-school through high school and more recently with adults with autism spectrum disorder. She is currently the University of Northern Colorado Scottish Rite Program Director and a member of the Colorado Department of Education Speech-Language Advisory Council. Dr. Murza has participated in numerous research projects and co-authored peer-reviewed journal articles and presentations. She has been an invited author and presenter for several topics including adolescent language and literacy and the Common Core State Standards. Her main research area is pragmatic language intervention and vocational support for individuals with high-functioning forms of autism spectrum disorder. Additional research interests include systematic review and meta-analysis, strategic learning, inference generation, disciplinary literacy, and the delivery of high-quality professional development.
Presenter Disclosure: Kimberly Murza - Financial: Kimberly Murza was paid by Pearson at the time of publication for authoring this article. Nonfinancial: No relationships to disclose. Chad Nye- Financial: Chad Nye was paid by Pearson at the time of publication for authoring this article. He has received grants for research relevant to this topic. Nonfinancial: Previous Editor of Pearson's EBP Briefs Journal.
Sponsor Disclosure: This course is presented by SpeechPathology.com in cooperation with Pearson Assessments.
Content Disclosure: This learning event does not focus exclusively on any specific product or service.
I really enjoy these evidence based practice courses because of the real world scenarios and applications. This course was very relative for an SLP in the schools attempting to work within Common Core, in the classroom, in the therapy setting, with the reading specialist, and as a part of an RTI team.
Clearly written information with specific steps to follow in accessing studies which would answer/ provide intervention strategies to improve students' reading comprehension, use of tables to increase reader's comprehension of search strategy
I was hoping it was going to be about the research related to Story Grammar Instruction, not about how Bryan went about finding research related to Story Grammar Instruction. However, I'm going to look up the articles Bryan found helpful.
It was unrealistic. If Bryan really worked in the kind of area and school stated, I don't think he would have the time to read through research articles as mentioned in the detail described to try to duplicate EBP -
The course was well written, and it provided the opportunity to learn about a database that I am not familiar with. It also provided useful information on narrowing searches to increase manageability of results.
I thought it was going to be more about a summary of BEST PRACTICES and INTERVENTION IDEAS and TREATMENT CONCEPTS.Not just a narration of how someone searched for a research paper and decided to try to replicate it.I wanted some more ideas for treating narratives for a school age child in the clinic!I already have a PhD in communication disorders -- I don't want to have to perform meta-anlyses - I just want some PD with some content from OTHER people who have done the meta-analyses to summarize best parts of treatment.
I liked that the presenter was decisive about the articles that he chose to base his decision on whether to use Story Grammar or not. Many times programs are purchased at face value and not really researched.
it was practical. it wasn't a waste of time, but it didn't give me any earth shattering information either. I expected it to go into detail regarding narrative based intervention, but it just taught me how to search for an article.
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American Speech-Language-Hearing Assn.
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