Service-Learning-Based Instruction Enhances Students' Perceptions of Their Abilities to Engage in Evidence-Based Practice

2009 ◽  
Vol 24 (1) ◽  
pp. 23-38 ◽  
Author(s):  
Karen Atler ◽  
William J. Gavin
Keyword(s):  
Service Learning ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Based Instruction

Effects of Schema-Based Instruction on Immediate, Generalized, and Combined Structured Word Problems

2019 ◽  
Vol 54 (2) ◽  
pp. 101-112
Author(s):  
Corey Peltier ◽  
Tracy E. Sinclair ◽  
Joshua M. Pulos ◽  
Andrea Suk
Keyword(s):  
Student Performance ◽  
Word Problems ◽  
Evidence Based Practice ◽  
Functional Relation ◽  
Probe Design ◽  
Evidence Based ◽  
Intervention Package ◽  
Resource Room ◽  
Improved Performance ◽  
Based Instruction

Instruction targeting the underlying math problem structure is identified as an evidence-based practice for students with a specific learning disability (SLD). Furthermore, schema-based instruction is identified as a potentially evidence-based practice for students with a SLD. This study extended prior work by (a) using a teacher as the implementer, (b) evaluating the efficacy of an adaptable intervention, and (c) evaluating student performance on generalized and combined schema structure problems. The participants included 12 fourth- and fifth-grade students with a disability and receiving supplemental mathematics instruction in a resource room setting. The intervention package consisted of a problem-solving mnemonic and schema-based instruction for mathematics. A multiple-probe design across participant groups was used to establish a functional relation. Students improved performance on word problems representing simple, generalized, and combined schema structures. The aggregated Tau-U effect size (ES) for this study was 95% (CI90 [83%, 100%]) and the aggregated between-case standardized mean difference (BC-SMD) was 3.05 (CI95 [2.54, 3.60]).

Implementation of Evidence-Based Practice Concepts in Undergraduate Athletic Training Education: Experiences of Select Educators

2010 ◽  
Vol 5 (2) ◽  
pp. 51-60 ◽  
Author(s):  
Sarah A. Manspeaker ◽  
Bonnie Van Lunen
Keyword(s):  
Athletic Training ◽  
Evidence Based Practice ◽  
Athletic Training Education ◽  
Evidence Based ◽  
Clinical Practices ◽  
Student Activities ◽  
Teaching Objectives ◽  
Athletic Training Educators ◽  
Based Instruction ◽  
Emergent Design

Context: Professional athletic training education must transition toward instruction of evidence-based practice in order to maintain progress with other health professions' clinical practices and educational standards. Objective: To evaluate athletic training educators' experience with implementation of evidence-based practice concepts in CAATE accredited professional athletic training education programs in order to establish the current state of instructional approaches and incorporation of evidence-based practice concepts. Design and Setting: Interviews of emergent design and modified-grounded theory. Instructors currently teaching at 11 undergraduate institutions were interviewed regarding their experience and perceptions of teaching evidence-based concepts. Participants: Eleven educators (3 males, 8 females; average [SD] years teaching 14.73 [7.06]) were interviewed to evaluate their implementation of evidence-based concepts within their courses. Measure(s): Instructors' experiences regarding teaching of these concepts was explored qualitatively through coding by the researcher. Established categories were triangulated and member checked to establish trustworthiness of the findings. Results: The analysis determined that instructors have three primary approaches to evidence-based practice concept implementation within their programs: curricular emphasis, teaching strategies, and student activities. Analysis also revealed that teaching objectives for concept implementation transcended the cognitive levels of Bloom's revised taxonomy. Conclusions: Athletic training educators should be creative in how they implement EBP within their programs and share their experience with the profession. The teaching objectives, strategies, and activities presented should provide other educators with a foundation to initiate evidence-based instruction. Educating the future of our profession in EBP concepts will promote critical thinking, potential research interest, and further development of the available body of knowledge of our growing clinical practice.

Fads or Facts? Sifting Through the Evidence to Find What Really Works

2019 ◽  
Vol 54 (5) ◽  
pp. 272-279 ◽  
Author(s):  
Moira Konrad ◽  
Caitlin J. Criss ◽  
Alana Oif Telesman
Keyword(s):  
Instructional Strategy ◽  
Evidence Based Practice ◽  
Instructional Decisions ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Significant Research ◽  
Practice Gap ◽  
Online Searches ◽  
Based Instruction ◽  
Problem Solving Process

Despite the requirement that teachers implement evidence-based instruction in their classrooms, a significant research-to-practice gap persists. Far too often, teachers resort to quick fixes found through online searches or rely on conventional wisdom to make instructional decisions. This is no surprise as identifying evidence-based interventions can be time-consuming, overwhelming, and confusing. Indeed, claims of practices being evidence based are ubiquitous, even for practices that clearly lack evidence to support their efficacy. In addition, once an evidence-based practice is selected, the process for implementing it and evaluating its effectiveness can be an additional challenge. The purposes of this article are to distinguish between an evidence-based practice as an instructional strategy and evidence-based education as a problem-solving process and to assist teachers in identifying, implementing, and evaluating evidence-based practices in their classrooms.

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.

The Impact of TimeSlips on Undergraduate Students in Service Learning With Older Adults

2020 ◽  
pp. 1-8
Author(s):  
Sabine Heuer
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Undergraduate Students ◽  
Attitude Scale ◽  
Evidence Based ◽  
Attitudes Toward Older Adults ◽  
Students Attitudes ◽  
Attitude Shift ◽  
The Impact ◽  
Journal Entries

Purpose Future speech-language pathologists are often unprepared in their academic training to serve the communicative and cognitive needs of older adults with dementia. While negative attitudes toward older adults are prevalent among undergraduate students, service learning has been shown to positively affect students' attitudes toward older adults. TimeSlips is an evidence-based approach that has been shown to improve health care students' attitudes toward older adults. The purpose of this study is to explore the change in attitudes in speech-language pathology students toward older adults using TimeSlips in service learning. Method Fifty-one students participated in TimeSlips service learning with older adults and completed the Dementia Attitude Scale (DAS) before and after service learning. In addition, students completed a reflection journal. The DAS data were analyzed using nonparametric statistics, and journal entries were analyzed using a qualitative analysis approach. Results The service learners exhibited a significant increase in positive attitude as indexed on the DAS. The reflective journal entries supported the positive change in attitudes. Conclusions A noticeable attitude shift was indexed in reflective journals and on the DAS. TimeSlips is an evidence-based, patient-centered approach well suited to address challenges in the preparation of Communication Sciences and Disorders students to work with the growing population of older adults.

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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