scholarly journals Substance Use Workforce Training Needs during Intersecting Epidemics: An Analysis of Events Offered by a Regional Training Center from 2017-2020

2021 ◽  
Author(s):  
Kelli Scott ◽  
Mika D.H. Salas ◽  
Denise Bayles ◽  
Raymond Sanchez ◽  
Rosemarie A Martin ◽  
...  
Keyword(s):  
New England ◽  
Health Equity ◽  
Addiction Treatment ◽  
Technical Assistance ◽  
Evidence Based Practice ◽  
Relative Proportion ◽  
Absolute Number ◽  
Fiscal Year ◽  
Opioid Overdose ◽  
Evidence Based

Abstract Background: Intersecting opioid overdose, COVID-19, and systemic racism epidemics havebrought unprecedented challenges to the addiction treatment and recovery workforce. From 2017-2020, the New England Addiction Technology Transfer Center (ATTC) collected data in real-time on the training and technical assistance (TA) requested and attended by the front-line workforce. This article synthesizes practice-based evidence on the types of TA requests, topics of TA, attendance numbers, and socio-demographics of TA attendees over a 3-year period spanning an unprecedented public health syndemic. Methods: We assessed TA events hosted by the New England ATTC using SAMHSA’s Performance Accountability and Reporting System post-event survey data from 2017-2020. Events were coded by common themes to identify the most frequently requested training types/topics and most frequently attended training events. We also evaluated change in training topics and attendee demographics over the three-year timeline.Results: A total of 258 ATTC events reaching 10,143 participants were analyzed. The number of TA events and attendance numbers surged in the 2019-2020 fiscal year as TA events shifted to fully virtual during the COVID-19 pandemic. The absolute number of opioid-related events increased, but the relative proportion remained stable over time. The relative proportions of events and attendance rates focused on evidence-based practice and health equity both increased over the 3-year period, with the largest increase after the onset of the pandemic and the murder of George Floyd. As events shifted to virtual, events were attended by providers with a broader range of educational backgrounds. Conclusions: Results of the current analysis indicate that the demand for TA increased during the pandemic, with a prioritization of TA focused on evidence-based practice and health equity. The practice-based evidence generated from the New England ATTC may help other training and TA centers to anticipate and nimbly respond to the needs of the workforce in the face of the intersecting epidemics.

scholarly journals Improving Engagement in Addiction Treatment: Translating Addiction Research Into Evidence-Based Practice

2015 ◽  
Vol 2 (2) ◽  
pp. 98-99
Author(s):  
Rulin C Hechter ◽  
Scott B Sangsland ◽  
Grant R Grissom ◽  
Jim R Carter ◽  
Catherine F Jervey ◽  
...  
Keyword(s):  
Addiction Treatment ◽  
Evidence Based Practice ◽  
Evidence Based

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.

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.

Training Methods With Clinicians and Students—A Personal Story and Change: Narrative Therapy for Stuttering

2008 ◽  
Vol 18 (1) ◽  
pp. 37-42 ◽  
Author(s):  
Margaret Leahy
Keyword(s):  
Narrative Therapy ◽  
Evidence Based Practice ◽  
Theoretical Background ◽  
Evidence Based ◽  
Training Methods ◽  
Sense Of Control ◽  
Case Description ◽  
General Outline ◽  
Personal Story ◽  
Fluency Disorders

Abstract Educating students and informing clinicians regarding developments in therapy approaches and in evidence-based practice are important elements of the responsibility of specialist academic posts in universities. In this article, the development of narrative therapy and its theoretical background are outlined (preceded by a general outline of how the topic of fluency disorders is introduced to students at an Irish university). An example of implementing narrative therapy with a 12-year-old boy is presented. The brief case description demonstrates how narrative therapy facilitated this 12-year-old make sense of his dysfluency and his phonological disorder, leading to his improved understanding and management of the problems, fostering a sense of control that led ultimately to their resolution.

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