A Research-Based Clinical Tutorial in Adolescent Stuttering: Response to Coleman, Miller, and Weidner (2015)

2015 ◽  
Vol 25 (2) ◽  
pp. 50-57 ◽  
Author(s):  
Anne Bothe Marcotte ◽  
Nina M. Santus
Keyword(s):  
Evidence Based Practice ◽  
Research Literature ◽  
Clinical Vignette ◽  
Evidence Based

Coleman, Miller, and Weidner's (2015) recent clinical vignette and tutorial described one very common, broad-based, and theory-driven approach to treating stuttering in a 14-year-old boy. This response suggests that methods based on prolonged speech are better supported in our research literature; are effective, efficient, and well-received by clients; and allow clinicians using the principles of evidence-based practice to address and solve the concerns that clients have raised.

Video Modeling for Learners with Developmental Disabilities

2016 ◽  
pp. 2276-2293
Author(s):  
Peggy J. S. Whitby ◽  
Christine R. Ogilvie ◽  
Krista Vince Garland
Keyword(s):  
Autism Spectrum Disorders ◽  
Developmental Disabilities ◽  
Video Modeling ◽  
Evidence Based Practice ◽  
Autism Spectrum ◽  
Research Literature ◽  
Evidence Based ◽  
Spectrum Disorders ◽  
Home Community

Video modeling is an evidence-based practice for learners with autism spectrum disorders (ASD). However, the use of video modeling interventions for learners with other developmental disabilities has received less applied attention in home, community, and classroom settings. This is unfortunate since the research literature supports the use of video modeling interventions for all learners with developmental disabilities. The purpose of this chapter is to introduce the research literature and make suggestions for implementing video modeling with learners who have developmental disabilities other than autism.

scholarly journals Evidence-Based Practice (EBP) in Rehabilitative Physiotherapy

2012 ◽  
Author(s):  
Chris Cimdi
Keyword(s):  
Professional Development ◽  
Survey Methodology ◽  
Clinical Decision Making ◽  
Evidence Based Practice ◽  
Research Literature ◽  
Small Scale ◽  
Successful Implementation ◽  
Evidence Based ◽  
Positive Effects ◽  
Wide Range

Evidence-Based Practice (EBP) is considered to be an essential component of clinical service delivery in healthcare. Australian physiotherapists have access to a wide range of resources to support the implementation of EBP. However, research indicates variability in how physiotherapists apply EBP with a range of factors affecting the successful implementation of EBP into everyday clinical practice. Using survey methodology, this study examined whether participation in an EBP professional development workshop is an effective strategy to enhance knowledge, attitudes and behaviours associated with EBP of physiotherapists working in a rehabilitation setting. Results revealed that nearly one third of participants rated their EBP knowledge and skills at a higher level following attendance at the workshop. An increase in the frequency in EBP related activities by physiotherapists including conducting searches and reading or reviewing research literature to support clinical decision-making was observed following attendance at the EBP workshop. Participants’ opinions of the value of EBP in improving the quality of patient care were noted to be more positive following the workshop. This small-scale study provides some promising results regarding the positive effects that designated EBP professional development can have on knowledge, attitudes, and behaviours of physiotherapists in their application of EBP. The elements that are required to further support and sustain a strong EBP culture amongst physiotherapists working in rehabilitation are also discussed.

scholarly journals Practitioner and Organizational Barriers to Evidence-based Practice of Physical Therapists for People With Stroke

2007 ◽  
Vol 87 (10) ◽  
pp. 1284-1303 ◽  
Author(s):  
Nancy M Salbach ◽  
Susan B Jaglal ◽  
Nicol Korner-Bitensky ◽  
Susan Rappolt ◽  
Dave Davis
Keyword(s):  
Self Efficacy ◽  
Evidence Based Practice ◽  
Physical Therapists ◽  
Mail Survey ◽  
Research Literature ◽  
Academic Preparation ◽  
Evidence Based ◽  
Cross Sectional ◽  
Organizational Barriers ◽  
Almost All

Background and Purpose The purpose of this study was to identify practitioner barriers (education, attitudes and beliefs, interest and perceived role, and self-efficacy) and organizational barriers (perceived support and resources) to physical therapists’ implementation of evidence-based practice (EBP) for people with stroke. Subjects The participants were 270 physical therapists providing services to people with stroke in Ontario, Canada. Methods A cross-sectional mail survey was conducted. Results Only half of respondents had learned the foundations of EBP in their academic preparation or received training in searching or appraising research literature. Although 78% agreed that research findings are useful, 55% agreed that a divide exists between research and practice. Almost all respondents were interested in learning EBP skills; however, 50% indicated that physical therapists should not be responsible for conducting literature reviews. Average self-efficacy ratings were between 50% and 80% for searching and appraising the literature and below 50% for critically appraising psychometric properties and understanding statistical analyses. Despite Internet access at work for 80% of respondents, only 8% were given protected work time to search and appraise the literature. Discussion and Conclusion Lack of education, negative perceptions about research and physical therapists’ role in EBP, and low self-efficacy to perform EBP activities represent barriers to implementing EBP for people with stroke that can be addressed through continuing education. Organizational provision of access to Web-based resources is likely insufficient to enhance research use by clinicians.

Understanding systematic reviews and their implications for evidence-based practice by examining aerobic exercise as a recreational therapy intervention for individuals with major depressive disorders

2008 ◽  
Vol 7 (3) ◽  
pp. 13
Author(s):  
Catherine Coyle, PhD ◽  
Valerie Denault, BS ◽  
Rachel Miller, BS ◽  
Tan Pham, BS ◽  
Colleen Thomas, BS
Keyword(s):  
Systematic Review ◽  
Aerobic Exercise ◽  
Depressive Disorders ◽  
Evidence Based Practice ◽  
Intervention Development ◽  
Research Literature ◽  
Evidence Based ◽  
Recreational Therapy ◽  
Major Depressive ◽  
Major Depressive Disorders

This article reviews the need for and the process of conducting a systematic review of the research literature to guide intervention development and implementation in recreation therapy practice. Descriptive information of the process that was undertaken and the outcome that resulted from reviewing the research evidence for the use of aerobic exercise as a treatment for individuals with major depressive diagnosis is provided, along with practice and research recommendations for evidence-based practice that resulted from the systematic review.

Beyond research literature: Occupational therapists’ perspectives on and uses of “evidence” in everyday practice

2016 ◽  
Vol 83 (5) ◽  
pp. 288-296 ◽  
Author(s):  
Deborah A. Dougherty ◽  
Susan E. Toth-Cohen ◽  
George S. Tomlin
Keyword(s):  
Evidence Based Practice ◽  
Occupational Therapists ◽  
Research Literature ◽  
Everyday Practice ◽  
Evidence Based ◽  
Culture Of Evidence ◽  
Intervention Process ◽  
Research Perspectives ◽  
The Moment ◽  
Definition Of

Background. Recent literature in evidence-based practice indicates that evidence is defined differently from practice and research perspectives. However, few published works address therapists’ perspectives of the nature and use of evidence in everyday practice. Purpose. This study describes the definition, types, and use of evidence from the perspective of six school-based occupational therapists. Method. Data were collected through focus groups and participant-submitted documentation and analyzed using qualitative and quantitative content analysis. Findings. Two categories of evidence emerged: internalized evidence and evidence gathered during the intervention process. Clinical reasoning, identified as a key skill in evidence-based practice, supported the synthesis of therapist internalized evidence with “in-the-moment” evidence gathered from activity, contextual, and occupational analyses of the client. Implications. The findings support current literature that has suggested expanding the definition of evidence (i.e., more than research findings alone). Further investigation of evidence building in practice may help in constructing a more inclusive professional culture of evidence-based practice.

Understanding Statistics

2002 ◽  
Vol 92 (5) ◽  
pp. 297-305 ◽  
Author(s):  
Anthony C. Redmond ◽  
Anne-Maree Keenan
Keyword(s):  
Evidence Based Practice ◽  
Statistical Significance ◽  
Research Literature ◽  
Statistical Techniques ◽  
Evidence Based ◽  
Appropriate Use ◽  
Basic Principles ◽  
The Third ◽  
Poor Comprehension ◽  
Statistical Approaches

Understanding statistics can be one of the more difficult and daunting tasks facing the clinician attempting to understand and use the research literature. While the fundamental aim of including statistics in literature is to justify the conclusions and to enhance the information presented, all too often, statistics serve only to intimidate and alienate clinicians. There are two sources for this barrier to understanding: poor comprehension of statistics by clinicians, and inappropriate presentation of statistics by researchers. In the third of our papers on evidence-based practice and the clinician, some basic principles of statistics are introduced. Aspects such as the concepts of clinical and statistical significance are discussed, and an outline of the appropriate use of specific statistics is provided. The hope is that this will enable the clinician to better judge the applicability of statistical techniques as applied in the published literature. Some of the newer, more ‘clinician friendly’ statistical approaches are also presented. Finally some of the cheats and shortcuts commonly encountered in the presentation of research are discussed, and the methods for dealing with them are outlined. (J Am Podiatr Med Assoc 92(5): 297-305, 2002)

Video Modeling for Learners with Developmental Disabilities

2015 ◽  
pp. 237-254
Author(s):  
Peggy J. S. Whitby ◽  
Christine R. Ogilvie ◽  
Krista Vince Garland
Keyword(s):  
Autism Spectrum Disorders ◽  
Developmental Disabilities ◽  
Video Modeling ◽  
Evidence Based Practice ◽  
Autism Spectrum ◽  
Research Literature ◽  
Evidence Based ◽  
Spectrum Disorders ◽  
Home Community

Video modeling is an evidence-based practice for learners with autism spectrum disorders (ASD). However, the use of video modeling interventions for learners with other developmental disabilities has received less applied attention in home, community, and classroom settings. This is unfortunate since the research literature supports the use of video modeling interventions for all learners with developmental disabilities. The purpose of this chapter is to introduce the research literature and make suggestions for implementing video modeling with learners who have developmental disabilities other than autism.

Resources for School Counselors and Counselor Educators: The Center for School Counseling Outcome Research

2006 ◽  
Vol 9 (4) ◽  
pp. 2156759X0500900
Author(s):  
John C. Carey ◽  
Carey Dimmitt
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Outcome Research ◽  
Evidence Based Practice ◽  
Research Literature ◽  
Evidence Based ◽  
Research Facility ◽  
Relevant Research ◽  
Counseling Outcome ◽  
Effective Program

The Center for School Counseling Outcome Research (CSCOR) was founded in January 2003 to provide leadership in promoting quality school counseling research and to give practicing school counselors ready access to relevant research in order for them to make effective program decisions. CSCOR currently is the foremost national research facility supporting the school counseling profession. It sponsors the activities of the National Panel for School Counseling Evidence-Based Practice, conducts major outcome research studies, develops and disseminates outcome measures, reviews the research literature, and conducts yearly leadership academies about issues in evidence-based practice. CSCOR disseminates its work broadly through its Web site and listserv.

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