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).
This clinical decision reviewed a situation that many school-based SLPs find themselves facing the need to research. This review does much of the legwork for an SLP and provides a framework for conducting reviews in the future.
As with all the Pearson EBP case studies, this course was well organized, clearly presented, and relevant to the real life decision-making of clinicians. I also appreciated the realistic description of the clinician's search relevant, high quality studies, and that ultimately, only a single study was useful for his purposes. As a side note, I found the choice of a male SLP to be refreshing (being one myself).
Although the course was helpful in some ways I found the focus on very detailed information more confusing than helpful. I think for EBP focuses it may be helpful to focus less on specific information about the studies and more on clinical applications like what does it look like to pre and post test for treatment validity and what kinds of ways should we be keeping data and documenting.
I was disappointed in the fact that implementation and results of the clinician's efforts were not reported. I expected some further confirmation that using story grammar was an effective intervention from his own experience. It did provide a good summary of how EBP's can be used in school interventions with clinician's effort to procure enough evidence to support intervention choice.
The step by step EB procedures, an in-depth chronology of the process a clinician must follow to create and apply individualized interventions, appropriate in specificity. Described a detailed process with each critical step fully described. Accompanying examples for correct movement through the process. The goal and expectation, gold standard.
The course outlined the importance of teaching evidence based story grammar instruction and how to find evidence based interventions. An additional course outlining intervention techniques would be appreciated.
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.
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 - No financial or non-financial relationships to disclose. Chad Nye- Financial: Chad Nye 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.
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