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The impact of intervention dose form on oral language outcomes for children with developmental language disorder
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The influence of quantitative intervention dosage on oral language outcomes for children with developmental language disorder: a systematic review and narrative synthesis
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Reflective practice across speech and language therapy and education: a protocol for an integrative review
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In: HRB Open Res (2021)
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Moving beyond traditional understandings of evidence-based practice: A Total Evidence and Knowledge Approach (TEKA) to treatment evaluation and clinical decision making in speech-language pathology
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The influence of quantitative intervention dosage on oral language outcomes for children with developmental language disorder: a systematic review and narrative synthesis.
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Moving Beyond Traditional Understandings of Evidence-Based Practice: A Total Evidence and Knowledge Approach (TEKA) to Treatment Evaluation and Clinical Decision Making in Speech-Language Pathology
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Abstract:
Evidence-based practice (EBP) is a well-established framework for supporting clinical decision-making in the discipline of speech-language pathology. The benefits of using evidence to inform clinical practice are acknowledged by clinicians and researchers alike. Even so, after over two decades of EBP advocacy, much clinical uncertainty remains and models supporting the evaluation of interventions require review and reconsideration.The EBP model, while promoting positive principles, can be argued to be conceptually flawed because it suffers from a lack of attention to and explicit valuing of other forms of knowledge crucial to the formation of realistic and judiciously informed decisions. We propose that the evaluation of interventions would be better supported by an explicit knowledge management approach reflecting a range of evidence and knowledge. One worked example is presented to demonstrate what using such an approach can produce in terms of intervention information.
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Keyword:
B630 - Language pathology
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URL: https://doi.org/10.1055/s-0039-1694996 http://clok.uclan.ac.uk/29106/ http://clok.uclan.ac.uk/29106/1/29106%20Roddam%20H%202019%20Moving%20beyond%20traditional%20understandings%20Semin%20Speech%20Lang.pdf
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Consequential differences in perspectives and practices concerning children with developmental language disorders: an integrative review
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What our hands tell us: a 2 year follow-up investigating outcomes in subgroups of children with language delay
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Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: terminology
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Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology
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CATALISE: a multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children
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CATALISE : a multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children
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Fluidity of language profiles in a follow-up study :is early gesture predictive of later language profile?
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Early language delay and later language development: a longitudinal study
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Gesture in children with early language delay as a predictor of later language profiles: a follow-up study
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Assessment of verb argument structure in children using a story retell task: comparing performance and potential clinical utility from unprompted responses versus graduated prompting
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Verb alternations and event structure in children with specific language impairment compared with typically developing children. What can we learn from the story of Cinderella?
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Too young for meta? The use of shape coding, rehearsal and comprehension monitoring to treat oral comprehension deficits in a young school age child: a pilot study
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Oral language comprehension difficulties in school-aged children: a pilot single case study to investigate the efficacy of a combined intervention approach
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