An Updated Evidence-Based Practice Review on Teaching Mathematics to Students With Moderate and Severe Developmental Disabilities

2018 ◽  
Vol 40 (3) ◽  
pp. 150-165 ◽  
Author(s):  
Fred Spooner ◽  
Jenny R. Root ◽  
Alicia F. Saunders ◽  
Diane M. Browder
Keyword(s):  
Developmental Disability ◽  
Technical Assistance ◽  
Evidence Based Practice ◽  
Single Case ◽  
Experimental Studies ◽  
The Body ◽  
Teaching Mathematics ◽  
Evidence Based ◽  
Design Standards ◽  
Research On Teaching

The purpose of this review was to examine the body of research on teaching mathematics to students with moderate and severe developmental disability that has been published since 2005, reflecting changes in both the academic expectations for this population and research and design standards in the evidence-based practice (EBP) era. We examined research on teaching mathematical skills for students with moderate and severe developmental disability from 2005–2016 and found 36 studies (33 single-case and three group-experimental studies), updating the Browder, Spooner, Ahlgrim-Delzell, Harris, and Wakeman analysis. Of the 36 studies included in the review, 22 single-case and three group-design studies received a rating of high or adequate quality using the National Technical Assistance Center on Transition (NTACT) indicator criteria. In addition to systematic instruction, instructional procedures of technology-aided instruction, graphic organizers, manipulatives, and explicit instruction were found to be EBPs in teaching mathematics to this population.

Evidence-Based Practice & Practice-Based Evidence Applied to Adult, Medical Speech-Language Pathology

2013 ◽  
Vol 18 (1) ◽  
pp. 14-26 ◽  
Author(s):  
Rik Lemoncello ◽  
Bryan Ness
Keyword(s):  
Evidence Based Practice ◽  
Single Case ◽  
Quality Data ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Clinical Practices ◽  
High Quality ◽  
Randomized Controlled Clinical Trials ◽  
Relative Paucity ◽  
Language Pathology

In this paper, we review concepts of evidence-based practice (EBP), and provide a discussion of the current limitations of EBP in terms of a relative paucity of efficacy evidence and the limitations of applying findings from randomized controlled clinical trials to individual clinical decisions. We will offer a complementary model of practice-based evidence (PBE) to encourage clinical scientists to design, implement, and evaluate our own clinical practices with high-quality evidence. We will describe two models for conducting PBE: the multiple baseline single-case experimental design and a clinical case study enhanced with generalization and control data probes. Gathering, analyzing, and sharing high-quality data can offer additional support through PBE to support EBP in speech-language pathology. It is our hope that these EBP and PBE strategies will empower clinical scientists to persevere in the quest for best practices.

Doctor of Nursing Practice: Integrating Theory, Research, and Evidence-Based Practice

2013 ◽  
Vol 6 (1) ◽  
pp. 4-8 ◽  
Author(s):  
Bridget R. Roberts
Keyword(s):  
Nursing Practice ◽  
Evidence Based Practice ◽  
Strong Relationship ◽  
The Body ◽  
Evidence Based ◽  
Advanced Practice ◽  
Nursing Knowledge ◽  
Doctor Of Nursing Practice ◽  
Practice Nurses ◽  
Theory Research

A strong relationship exists between theory, research, and evidence-based practice; and these three entities are necessary to guide practice and contribute to the body of nursing knowledge. Doctor of nursing practice graduates can serve as leaders as they enter into their respective clinical practice areas. Through education of peers, along with translation and evaluation of current theoretical literature and empirical data, these advanced practice nurses can positively influence nursing practice and patient care.

scholarly journals Monitoring of the load regime applied on the osseointegrated fixation of a trans-femoral amputee: A tool for evidence-based practice

2008 ◽  
Vol 32 (1) ◽  
pp. 68-78 ◽  
Author(s):  
Laurent Frossard ◽  
Nathan Stevenson ◽  
James Smeathers ◽  
Eva Häggström ◽  
Kerstin Hagberg ◽  
...  
Keyword(s):  
Performance Indicators ◽  
Daily Living ◽  
Evidence Based Practice ◽  
Maximum Load ◽  
The Body ◽  
Evidence Based ◽  
Data Logger ◽  
Actual Usage ◽  
Load Regime ◽  
User Friendly

This study aimed to provide a description of the continuous recording of the true load regime experienced during daily living by the abutment of a trans-femoral amputee fitted with an osseointegrated fixation. The specific objectives: (i) To present an apparatus and a procedure allowing recording of the load regime, and (ii) an example of the raw data and six performance indicators of the usage of the prosthesis obtained with this method. A subject was monitored for a period of 5 hours as he went about his daily activities. The load regime was directly measured and recorded using a commercial transducer and data logger. The overall load profile presented alternative periods of variable length of inactivity (64%) and activity (36%), respectively. The maximum load applied on the mediolateral, anteroposterior and the long axes represented 21%, 21% and 120% of the body weight, respectively. The anteroposterior, mediolateral and long components of the impulse were 395 kN.s, 359 kN.s and 2,323 kN.s, respectively. The amputee generated a total of 2312 gait cycles of the prosthetic leg, giving an approximate overall cadence of 8 stride/min. Preliminary outcomes indicated that the proposed method was an improvement on the current techniques as it provided the true loading and actual usage of the prosthesis during daily living. This study is a stepping stone in the development of future affordable, on-board and user-friendly load recording systems that can be used in evidence-based practice.

scholarly journals Service quality at the London 2012 games – a paralympics athletes survey

2016 ◽  
Vol 33 (2) ◽  
pp. 142-159 ◽  
Author(s):  
David Bamford ◽  
Benjamin Dehe
Keyword(s):  
Service Quality ◽  
Single Case ◽  
The Body ◽  
Evidence Based ◽  
Sporting Events ◽  
Defined Contribution ◽  
Content Type ◽  
London 2012 ◽  
And Performance ◽  
Mega Event

Purpose – The purpose of this paper is to report on aspects of service quality at the London 2012 Paralympic Games, from a rather unusual perspective, the athletes. To date there has been little evidence captured about athlete’s satisfaction at sporting events, and specifically about their perceptions of the service quality provided. Design/methodology/approach – Unique “full” access to the London 2012 Paralympics allowed to the collection of data directly from the athletes. The study reports the questionnaire findings from a sample of 250 respondents. Findings – From this study an operational assessment and performance framework has been generated composed of ten criteria and 73 items or sub-criteria, which can be used as a benchmarking tool to plane, design and compare future sport mega-event. Moreover, the study evidence based the high quality of the 2012 Paralympics Games, as he athletes rated, on a five point Likert scale, 64 items in the “very satisfied” category, a very positive set of feedback for the Games organisers. Research limitations/implications – The methodology applied was appropriate, generating data to facilitate discussion and draw specific conclusions from. A perceived limitation is the single case approach; however, this can be enough to add to the body of knowledge where very little evidence has been captured so far and where the objectives were to explore the Paralympics games service quality and performance. Practical implications – This research provides a tangible evidence base to support future sport event decision makers, planners and designers in this highly complex “arena”. In any system there are always areas for improvement, these are highlighted within the paper for further investigation. Originality/value – This is the first paper to identify and synthesize aspects of sport mega event service quality from the athletes viewpoint and informs how well designed, organised and managed the London 2012 Games were from a primary user perspective. The paper makes a defined contribution by developing evidence based recommendations for this important yet under researched area.

scholarly journals Single-Case Research Design: An Alternative Strategy for Evidence-Based Practice

2015 ◽  
Vol 10 (3) ◽  
pp. 256-266 ◽  
Author(s):  
Drue Stapleton ◽  
Andrew Hawkins
Keyword(s):  
Athletic Training ◽  
Allied Health ◽  
Evidence Based Practice ◽  
Single Case ◽  
Pedagogical Practices ◽  
Single Subject ◽  
Evidence Based ◽  
Single Case Design ◽  
Proquest Dissertation ◽  
Case Design

Objective The trend of utilizing evidence-based practice (EBP) in athletic training is now requiring clinicians, researchers, educators, and students to be equipped to both engage in and make judgments about research evidence. Single-case design (SCD) research may provide an alternative approach to develop such skills and inform clinical and pedagogical practices. The purpose of this paper is to review the literature related to SCD and its potential contributions to EBP in athletic training. Data Source(s) We searched PubMed, CINAHL, Proquest Dissertation and Theses, and Google Scholar using terms “single case design”, “single subject design”, “within subjects”, and combined search terms of “single case design AND athletic training, AND allied health, AND medicine, AND nursing”. Data Synthesis Textual support for the use of SCD in athletic training and a brief review of literature pertaining to: general features, strengths, limitations, and design options commonly associated with the use of SCD. Conclusions Use of SCD in allied health professions is limited, with fewer studies in athletic training settings. Low awareness and misinterpretation of SCD may be contributing to the low use of SCD in athletic training research. The key characteristics of SCD make it appropriate for use in clinical and educational settings and may provide clinicians, educators, and researchers an alternative tool for the development of evidence necessary to engage in evidence-based practice.

Status of single-case research designs for evidence-based practice

2012 ◽  
Vol 6 (2) ◽  
pp. 931-938 ◽  
Author(s):  
Johnny L. Matson ◽  
Nicole C. Turygin ◽  
Jennifer Beighley ◽  
Michael L. Matson
Keyword(s):  
Evidence Based Practice ◽  
Single Case ◽  
Evidence Based ◽  
Case Research ◽  
Research Designs ◽  
Single Case Research

scholarly journals The Delphi Method: An Approach for Facilitating Evidence Based Practice in Athletic Training

2008 ◽  
Vol 3 (4) ◽  
pp. 135-142 ◽  
Author(s):  
Michelle A. Sandrey ◽  
Sean M. Bulger
Keyword(s):  
Athletic Training ◽  
Delphi Method ◽  
Delphi Technique ◽  
Evidence Based Practice ◽  
Nominal Group Technique ◽  
Scientific Data ◽  
The Body ◽  
Nominal Group ◽  
Evidence Based ◽  
Consensus Methods

Objective: The growing importance of evidence based practice in athletic training is necessitating academics and clinicians to be able to make judgments about the quality or lack of the body of research evidence and peer-reviewed standards pertaining to clinical questions. To assist in the judgment process, consensus methods, namely brainstorming, nominal group technique and the Delphi method can be used. The purpose of this paper is to review the literature related to the Delphi Method and its potential implications for evidence-based practice and peer-reviewed standards in athletic training. Data Sources: We searched PubMed and MEDLINE (1978–2007), CINAHL (1993–2006), Dissertation Abstracts (1979–2006) and Google Scholar (1983–2007) using the terms “Delphi method,” “modified Delphi technique,” “consensus methods,” “Delphi technique,” and combined search terms of “Delphi method AND allied health, AND medicine AND dentistry, AND nursing. Data Synthesis: Textual support for the use of the Delphi Method in athletic training and a brief review of the literature pertaining to the: objectives; advantages; limitations commonly associated with the use of the Delphi Method; and research protocol. Conclusions/Recommendations: The Delphi Method in athletic training has been used to fulfill two objectives; the need for evidence based practice and the need to establish policies and procedures when none are in existence or it is difficult for one individual to make a decision. The Delphi Method and other consensus development methods should not be viewed as a scientific method for creating new knowledge, but rather as processes for making the best use of available information, be that scientific data or the collective wisdom of participants.

A Systematic Review of the Evidence Base for Active Supervision in Pre-K–12 Settings

2019 ◽  
Vol 45 (3) ◽  
pp. 167-182
Author(s):  
Grant Edmund Allen ◽  
Eric Alan Common ◽  
Kathryn A. Germer ◽  
Kathleen Lynne Lane ◽  
Mark Matthew Buckman ◽  
...  
Keyword(s):  
Single Case ◽  
Challenging Behaviors ◽  
Evidence Base ◽  
The Body ◽  
Evidence Based ◽  
Single Case Design ◽  
Evidence Based Practices ◽  
Positive Effects ◽  
K 12 ◽  
The Impact

Active supervision is a proactive, low-intensity strategy to minimize challenging behaviors and increase desired behaviors. To examine the evidence base of this strategy, we applied the Council for Exceptional Children’s (CEC) Standards for Evidence-Based Practices in Special Education to the body of research exploring the impact of active supervision with Pre-K–12 students in traditional school settings. In this systematic literature review, we identified seven peer-reviewed, single-case design, treatment-outcome studies meeting inclusion criteria. All studies met a ≥80% weighted criterion of CEC’s quality indicators. These seven studies included 15 cases aggregated at the school, classroom, or grade level, collectively involving 1,686 participants. Three studies included three or more cases and demonstrated positive effects across primary dependent variables (with one study showing neutral effects on a secondary dependent variable). Based on available evidence and using CEC criteria, we determined active supervision to be a potentially evidence-based practice. We discuss implications, limitations, and future directions.

scholarly journals A model for evidence-based electrotherapy in an undergraduate curriculum

2000 ◽  
Vol 56 (4) ◽  
pp. 31-35
Author(s):  
M. Papadopoulos ◽  
R. Jordaan
Keyword(s):  
Critical Appraisal ◽  
Clinical Decision Making ◽  
Evidence Based Practice ◽  
Experimental Studies ◽  
Clinical Decision ◽  
Undergraduate Curriculum ◽  
Relevant Information ◽  
Evidence Based ◽  
Funding Sources ◽  
Health Care Funding

All physiotherapists have a responsibility not only to their patients but also to their colleagues and health care funding sources to provide interventions that are sound in theory and supported by well-controlled experimental studies. The principles of evidence-based practice should be implemented in an undergraduate curriculum in order to assist students to acquire skills to obtain and use relevant information. The aim of this paper is to present a model to integrate the activities of patient assessment and information processing, critical appraisal and evidence-based practice into clinical decision making of electrotherapy application. The model as well as the results and evaluation thereof are discussed.

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