Empirically-Validated Strategies, Evidence-Based Practice, and Basic Principles in Communication Intervention for Learners with Developmental Disabilities

2003 ◽  
Vol 12 (4) ◽  
pp. 7-10 ◽  
Author(s):  
Jeff Sigafoos ◽  
Erik Drasgow
Keyword(s):  
Developmental Disabilities ◽  
Evidence Based Practice ◽  
Communication Intervention ◽  
Evidence Based ◽  
Basic Principles

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.

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.

Evidence-Based Practice for Teaching Academics to Students With Severe Developmental Disabilities

2011 ◽  
Vol 33 (6) ◽  
pp. 374-387 ◽  
Author(s):  
Fred Spooner ◽  
Victoria F. Knight ◽  
Diane M. Browder ◽  
Bethany R. Smith
Keyword(s):  
Developmental Disabilities ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Severe Developmental Disabilities

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)

Are Speech-Generating Devices Viable AAC Options for Adults with Intellectual Disabilities?

2010 ◽  
pp. 161-176 ◽  
Author(s):  
Dean Sutherland ◽  
Jeff Sigafoos ◽  
Ralf W. Schlosser ◽  
Mark F. O’Reilly ◽  
Giulio E. Lancioni
Keyword(s):  
Systematic Review ◽  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Intervention Studies ◽  
Evidence Based Practice ◽  
Communication Intervention ◽  
Evidence Based ◽  
Absence Of Evidence ◽  
Adults With Intellectual Disabilities ◽  
Communication Impairments

Many adults with intellectual disabilities have severe communication impairments and are therefore potential candidates for the use of speech-generating technologies. However, there may be reluctance to prescribe speech-generating devices for adults with intellectual disabilities in the absence of evidence demonstrating that such persons are capable of learning and interested in using this technology. In this chapter, the authors provide an overview of intellectual disability and the use of speech-generating technologies for adults with intellectual disability. This overview is followed by a systematic review of intervention studies that have sought to teach the use of speech-generating technologies to adults with intellectual disability. An overview and review of this type may help to inform and advance evidence-based practice in the provision of communication intervention for adults with intellectual disability.

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.

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