Views of the Child Reports: The Ontario Pilot Project Research Findings and Recommendations

2017 ◽  
Author(s):  
Rachel Birnbaum ◽  
Nicholas C. Bala
Keyword(s):  
Pilot Project ◽  
Child Reports ◽  
Research Findings

Successfully scaled solutions need not be homogenous

2020 ◽  
Vol 5 (1) ◽  
pp. 80-89 ◽  
Author(s):  
DILIP SOMAN ◽  
TANJIM HOSSAIN
Keyword(s):  
Real World ◽  
Research Finding ◽  
Treatment Effects ◽  
Pilot Project ◽  
Policy Relevance ◽  
Research Findings ◽  
Multiple Interventions

AbstractAl-Ubaydli et al. point out that many research findings experience a reduction in magnitude of treatment effects when scaled, and they make a number of proposals to improve the scalability of pilot project findings. While we agree that scalability is important for policy relevance, we argue that non-scalability does not always render a research finding useless in practice. Three practices ensuring (1) that the intervention is appropriate for the context; (2) that heterogeneity in treatment effects are understood; and (3) that the temptation to try multiple interventions simultaneously is avoided can allow us to customize successful policy prescriptions to specific real-world settings.

Conducting Consequential Research

2022 ◽  
Vol 22 (1) ◽  
pp. 159-163
Author(s):  
Jenn Fishman ◽  
Katherine Hovland ◽  
Ali Leonhard ◽  
Sunaina Randhawa
Keyword(s):  
Undergraduate Research ◽  
Writing Centers ◽  
Pilot Project ◽  
Research Experience ◽  
Peer Tutors ◽  
University Campuses ◽  
College And University ◽  
Anchor Institutions ◽  
Research Findings ◽  
College And University Campuses

Abstract This article examines the value undergraduate research adds to writing centers in their role as anchor institutions within English and across college and university campuses. It focuses on a pilot project conducted by a team of mentored peer tutors who researched the accessibility of writing at Marquette University. Their successes and failures show how, beyond research findings, undergraduate research experience can be consequential for practitioners and their communities.

Enhancing food-related agency in refugees and asylum seekers: A driver to resilience and regenerative empowerment

2021 ◽  
pp. 89-104
Author(s):  
Maria Giovanna Onorati
Keyword(s):  
Asylum Seekers ◽  
Social Inclusion ◽  
Forced Migration ◽  
Well Being ◽  
Pilot Project ◽  
Participatory Approach ◽  
Research Findings ◽  
Forced Migrants ◽  
Research Action ◽  
Refugees And Asylum Seekers

The paper argues the importance of food in the contexts of "forced migration" and the promising impact of enhancing food-related capabilities on refugees' em-powerment and social inclusion. To support the argument, the Author presents a pilot project based on research-action and providing food training for 39 refugees hosted in Piedmont. The research findings show that a participatory approach to training that values prior culinary learning, and the use of narrative interviews elic-iting food stories, may favour empowerment and social inclusion. Recovering food-related agency within refugees' unfinished journeys contributes to an em-powerment going beyond a sedentarist model of integration, namely a one-way and singularly place-bound demand of adaptation. Food agency is a basic enti-tlement that proves to be a major source of well-being for forced migrants, as well as a regenerative occasion for both healing ‘refugee gaps', and providing a more sustainable approach to resources.

Views of the Child Reports: The Ontario Pilot Project

2017 ◽  
Vol 31 (3) ◽  
pp. 344-362 ◽  
Author(s):  
Rachel Birnbaum ◽  
Nicholas Bala
Keyword(s):  
Pilot Project ◽  
Child Reports

Communication Aide: A Pilot Project

1972 ◽  
Vol 3 (3) ◽  
pp. 32-35
Author(s):  
Muriel Sue Braunstein
Keyword(s):  
Pilot Project

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.

Supervision: Supervision and Clinical Practicum in Telepractice

2011 ◽  
Vol 21 (1) ◽  
pp. 30-34 ◽  
Author(s):  
Sena Crutchley
Keyword(s):  
North Carolina ◽  
Pilot Project ◽  
First Year ◽  
University Of North Carolina ◽  
Speech Language Pathology ◽  
Support Personnel ◽  
Clinical Practicum ◽  
Training Support ◽  
Language Pathology ◽  
The University

This article describes how a telepractice pilot project was used as a vehicle to train first-year graduate clinicians in speech-language pathology. To date, six graduate clinicians have been trained in the delivery of telepractice at The University of North Carolina at Greensboro. Components of telepractice training are described and the benefits and limitations of telepractice as part of clinical practicum are discussed. In addition, aspects of training support personnel involved in telepractice are outlined.

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