Therapy Session 2.0: From Static to Dynamic With the iPad

2012 ◽  
Vol 17 (3) ◽  
pp. 84-93 ◽  
Author(s):  
Andrea Hirsch Atticks
Keyword(s):  
Mobile Devices ◽  
Augmentative And Alternative Communication ◽  
Evidence Based Practice ◽  
Critical Role ◽  
Therapy Session ◽  
Evidence Based ◽  
Engineering Research ◽  
Communication Deficits ◽  
Digital World ◽  
Use Of Technology

Tablets, specifically the iPad, quickly are becoming a valuable therapy tool for clients with cognitive-communication deficits. Speech-language pathologists are beginning to introduce the iPad into therapy in innovative ways that capture their clients' attention, motivate them, and empower them to be successful outside of the therapy session. The popularity and proliferation of mobile technology is threefold: incoming clinicians, who have been born into a digital world, are readily using technology and mobile devices with their clients; mobile devices and apps are replacing the larger isolating Augmentative and Alternative Communication (AAC) predecessors; and many clients are requesting the use of technology in their therapy sessions. These mobile devices are readily available, relatively inexpensive compared to AAC devices of the past, and do not isolate individuals with cognitive-communication deficits from the general population. These devices, rather, are the “it factor” that spans generations (The Rehabilitation Engineering Research Center on Communication Enhancement, 2011). Although these multifunctional devices are innovative and accessible, they do not replace a speech-language pathologist. Evidence-based practice and appropriate objectives are essential. Experienced clinicians must serve as advocates for our clients and provide ongoing support and assistance. Therapy does not end in the session by simply handing the client an iPad. Clinicians serve a critical role in identifying the appropriate software applications (apps) for their clients, using evidence-based practice, and providing continued support and training for clients to be successful and to meet their personal goals.

scholarly journals Educational strategies for teaching evidence-based practice to undergraduate health students: systematic review

2016 ◽  
Vol 13 ◽  
pp. 34 ◽  
Author(s):  
Konstantinos Kyriakoulis ◽  
Athina Patelarou ◽  
Aggelos Laliotis ◽  
Andrew C Wan ◽  
Michail Matalliotakis ◽  
...  
Keyword(s):  
Systematic Review ◽  
Evidence Based Practice ◽  
Journal Club ◽  
Educational Interventions ◽  
Free Text ◽  
Evidence Based ◽  
Educational Strategies ◽  
Medical Subject Headings ◽  
Journal Clubs ◽  
Use Of Technology

Purpose: The aim of this systematic review was to find best teaching strategies for teaching evidence-based practice (EBP) to undergraduate health students that have been adopted over the last years in healthcare institutions worldwide. Methods: The authors carried out a systematic, comprehensive bibliographic search using Medline database for the years 2005 to March 2015 (updated in March 2016). Search terms used were chosen from the USNLM Institutes of Health list of MeSH (Medical Subject Headings) and free text key terms were used as well. Selected articles were measured based on the inclusion criteria of this study and initially compared in terms of titles or abstracts. Finally, articles relevant to the subject of this review were retrieved in full text. Critical appraisal was done to determine the effects of strategy of teaching evidence-based medicine (EBM). Results: Twenty articles were included in the review. The majority of the studies sampled medical students (n=13) and only few conducted among nursing (n=2), pharmacy (n=2), physiotherapy/therapy (n=1), dentistry (n=1), or mixed disciplines (n=1) students. Studies evaluated a variety of educational interventions of varying duration, frequency and format (lectures, tutorials, workshops, conferences, journal clubs, and online sessions), or combination of these to teach EBP. We categorized interventions into single interventions covering a workshop, conference, lecture, journal club, or e-learning and multifaceted interventions where a combination of strategies had been assessed. Seven studies reported an overall increase to all EBP domains indicating a higher EBP competence and two studies focused on the searching databases skill. Conclusion: Followings were deduced from above analysis: multifaceted approach may be best suited when teaching EBM to health students; the use of technology to promote EBP through mobile devices, simulation, and the web is on the rise; and the duration of the interventions varying form some hours to even months was not related to the students’ EBP competence.

PIRAMHIDS - Positive and Innovative Resources. A Mental Health Interactive Database (Scotland) National Resource for Sharing Evidence Based Practice

2009 ◽  
Vol 24 (S1) ◽  
pp. 1-1
Author(s):  
D. Thomson
Keyword(s):  
Mental Health ◽  
Evidence Based Practice ◽  
Initial Response ◽  
Evidence Based ◽  
Mental Health Nursing ◽  
National Review ◽  
Use Of Technology ◽  
Development Unit ◽  
Health Nursing ◽  
National Resource

PIRAMHIDS is a multidisciplinary, multi agency database designed as a vehicle to promote and support the sharing of positive and innovative practice in mental health that is evidence based and quality assured. The use of technology as an information-sharing tool contributes to improved patient care by promoting an improved equitable service throughout Scotland and beyond.The resource promotes a culture of local ownership of a national resource and encourages contribution from statutory and non statutory services. Consideration is given to the quality of submission in terms of identifying underpinning evidence and quality assurance processes. Networking opportunities are also promoted by encouraging contact with contributors from those considering adopting the examples of practice or developing services.The Practice Development Unit of NHS Quality Improvement Scotland is leading this work following recommendation from the National Review of Mental Health Nursing in Scotland, ‘Rights, Relationships and Recovery’ (2006). The database ensures sharing of evidence based practice in a manner which is useful, accessible and user friendly with open access to all. Initial response is enthusiastic from service users, clinicians and educators. This model of sharing practice may be adopted across any national service and have value when sharing practice on an international plane. A process of evaluation including impact on care outcomes is considered and ongoing.

scholarly journals The WHAAM application: a tool to support the evidence-based practice in the functional behaviour assessment

2018 ◽  
Vol 25 (2) ◽  
pp. 63-70 ◽  
Author(s):  
Gianluca Merlo ◽  
Giuseppe Chiazzese ◽  
Manuela Sanches-Ferreira ◽  
Antonella Chifari ◽  
Luciano Seta ◽  
...  
Keyword(s):  
Case Studies ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Statistical Index ◽  
Direct Observations ◽  
Use Of Technology ◽  
Problem Behaviours ◽  
Applied Behaviour Analysis ◽  
Health Application ◽  
The Web

BackgroundThe most recent computing technologies can promote the application of evidence-based practice (EBP) in the field of applied behaviour analysis (ABA).ObjectiveThe study describes how the use of technology can simplify the application of EBPs in ABA.MethodsThe Web Health Application for ADHD Monitoring (WHAAM) application demonstrates this in the following two case studies. We are monitoring dysfunctional behaviours, collecting behavioural data, performing systematic direct observations, creating both visual baseline and intervention charts and evaluating the planned interventions using the TAU-U statistical index.ResultsSignificant positive changes of children’s problem behaviours are observed and recorded. Both the duration of the previously identified behaviour ‘to get out of bed in time’ (r= −0.79, TAU-U = −0.58,p< 0.05) and the frequency of the behaviour ‘interrupting others’ (r= −0.96, TAU-U = −0.82,p< 0.01) decreased.ConclusionsThe WHAAM application is an effective tool to support functional behaviour assessments and it is an example of how technology can support practitioners by facilitating the application of EBPs and increasing the communication among clinical, educational and family environments.

What Does Evidence-Based Practice Mean to You? A Follow-Up Study Examining School-Based Speech-Language Pathologists' Perspectives on Evidence-Based Practice

2020 ◽  
Vol 29 (2) ◽  
pp. 688-704
Author(s):  
Katrina Fulcher-Rood ◽  
Anny Castilla-Earls ◽  
Jeff Higginbotham
Keyword(s):  
Clinical Practice ◽  
Research Evidence ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Speech Language Pathologists ◽  
School Based ◽  
Research Findings ◽  
Ebp Implementation

Purpose The current investigation is a follow-up from a previous study examining child language diagnostic decision making in school-based speech-language pathologists (SLPs). The purpose of this study was to examine the SLPs' perspectives regarding the use of evidence-based practice (EBP) in their clinical work. Method Semistructured phone interviews were conducted with 25 school-based SLPs who previously participated in an earlier study by Fulcher-Rood et al. 2018). SLPs were asked questions regarding their definition of EBP, the value of research evidence, contexts in which they implement scientific literature in clinical practice, and the barriers to implementing EBP. Results SLPs' definitions of EBP differed from current definitions, in that SLPs only included the use of research findings. SLPs seem to discuss EBP as it relates to treatment and not assessment. Reported barriers to EBP implementation were insufficient time, limited funding, and restrictions from their employment setting. SLPs found it difficult to translate research findings to clinical practice. SLPs implemented external research evidence when they did not have enough clinical expertise regarding a specific client or when they needed scientific evidence to support a strategy they used. Conclusions SLPs appear to use EBP for specific reasons and not for every clinical decision they make. In addition, SLPs rely on EBP for treatment decisions and not for assessment decisions. Educational systems potentially present other challenges that need to be considered for EBP implementation. Considerations for implementation science and the research-to-practice gap are discussed.

Current Issues: Evidence-Based Practice for the Real World: Thoughts on Clinical Education in Communication Disorders

2010 ◽  
Vol 20 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Anne K. Bothe
Keyword(s):  
Clinical Education ◽  
Real World ◽  
Evidence Based Practice ◽  
Communication Disorders ◽  
University Faculty ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Basic Principles ◽  
The Real ◽  
Language Pathology

This article presents some streamlined and intentionally oversimplified ideas about educating future communication disorders professionals to use some of the most basic principles of evidence-based practice. Working from a popular five-step approach, modifications are suggested that may make the ideas more accessible, and therefore more useful, for university faculty, other supervisors, and future professionals in speech-language pathology, audiology, and related fields.

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