Evidence-based practice briefs (EBP Briefs)
Since its beginning in 2006, EBP Briefs seeks to answer some of the biggest questions of your daily activities, supported with evidence and written practically and efficiently for you by leaders in speech-language pathology and related disciplines. One of the goals of EBP Briefs is to allow you to read and implement easily.
In addition, for those who want a deeper, conversational look at the subject matter of an article, some articles have an informal "Author Chat" between the editor and author. The Author Chat is a brief, 10-15 minute interview with the author to ask follow-up and extension questions about the clinical area.
As always, we are interested in your feedback on EBP Briefs in general and are also looking to you to help identify specific questions you would like us to explore in upcoming EBP Briefs. Thank you in advance.
Interested in earning CEUs for EBP Briefs through our partner? Visit SpeechPathology.com
By Joseph Hin Yan Lam and Marina Lizeth Gomez
Do bilingual school-age children (P) who receive reading strategy alone interventions (I) show improvement in math word problems (O) relative to a multiple-target intervention or control condition (C)?
By: Betty Yu, PhD, CCC-SLP
Would the performance on a narrative task (O) differ for a bilingual child with a potential language disability1 (P) when using a translanguaging approach to narrative language sample analysis (I) compared to restricting narratives to one language per task (C)?
By Lakeisha Johnson, PhD, CCC-SLP, Shaylyn King-St. Remy, MEd, CCC-SLP
Among school-age children who speak AAE (P), does the use of dialect scoring modifications (I), when compared to traditional scoring methods (C), yield more reliable identification of true language disorders (O)?
By Isabelle Francois, MA, Stefanie Lapka, MS, Nan Berstein Ratner, EdD, Monique T. Mills, PhD,
For young AAE speakers (P), how useful is the Developmental Sentence Scoring (DSS) compared with Index of Productive Syntax (IPSyn) in identifying developmental language disorder (DLD) in the presence of African American English (AAE)?
By Chelsea Privette, PhD, CCC-SLP, Leah Fabiano-Smith, PhD, CCC-SLP
Would a bilingual preschooler with suspected speech sound disorder (P) be more accurately diagnosed via an assessment approach that integrates sociolinguistic information (I) or via standardized assessment with traditional scoring modifications (C) as shown by diagnostic compatibility with the converging concern approach (O)?
EBP Briefs Editor's Note Volume 15
by Mary Beth Schmitt, PhD, CCC-SLP, EBP Briefs Editor
By Dana Battaglia, PhD, CCC-SLP, Amanda Nagler, MS
Do young adults with ASD (P) who receive language + vocational training (I) as opposed to language-only training (C) experience an increase in gainful employment postgraduation (O)?
Issue 5, February 2022: Using Implementation Science for School-Based Telepractice
By Robin L. Alvares, PhD, CCC-SLP
For districts that are hesitant to consider on-site telepractice options because of negative perceptions of telepractice, does research on positive treatment outcomes and strategies for successful program implementation intervention result in reduced barriers and increased consideration of telepractice options for relevant stakeholders?
Issue 4, February 2022: Telepractice Intervention for Dysphagia Secondary to Head and Neck Cancers
By Radish Kumar Balasubramanium, PhD, Vinaya Manchaiah, AuD, MBA, PhD, Balaji Rangarathnam, PhD, CCC-SLP
Do patients referred for telepractice swallowing therapy after a diagnosis of head and neck cancers (HNC) demonstrate improvement from baseline performance and/or comparable outcomes to in-person service delivery?
By Sunjung Kim Thao, PhD, CCC-SLP, Sue Ann S. Lee, PhD, CCC-SLP
In speech intervention via telepractice for preschool and school-age children with speech sound disorders (SSD), is treatment intensity similar to or different from that of traditional in-person therapy for optimal treatment results?
By Sarah Masso, PhD, Donna Thomas, PhD
When assessing children’s speech using a standardized speech assessment, is face-to-face better than telepractice to determine the presence and the nature of speech sound disorder?
By Rebecca E. Hacker, MEd, James D. Lee, MS, BCBA, Hedda Meadan, PhD, BCBA-D
Do caregivers of young children with communication disorders or children with delays/deficits in social-communication skills who participate in training and coaching on communication strategies via telepractice compared to those who participate in training and coaching on communication strategies in person show enhanced knowledge and/or practice and satisfaction with the intervention’s procedures and outcomes?
By Anna Mitchell-Cannone, MA, CCC-SLP, Allison Gladfelter, PhD, CCC-SLP
In adolescents, does incorporating hippotherapy with speech-language intervention improve speech- and language-based outcomes more than traditional therapy alone?
By Jane Roitsch, PhD, CCC-SLP, MBA, Annemarie L. Horn, PhD
Should speech-language pathologists (SLPs) perform a formal standardized speech and language assessment and/or an informal speech and language sample to determine communication skills of students with mild ID during postsecondary transition?
Issue 4, August 2020: The Use of Dynamic Assessment in the Evaluation of Early Literacy Skills
By Kelley Nelson-Strouts, MA, CCC-SLP, W. Matthew Gillispie, PhD, CCC-SLP, Mindy Bridges, PhD, CCC-SLP
When assessing a kindergarten student in the area of early reading skills, does dynamic assessment provide additional classification accuracy over and above static, standardized assessments when determining if the student exhibits a difference in early learning experiences or a true disorder?
By Shelly K. Lund, PhD, Emily Keis, BS, Kaitlin SanFelippo, BS
Do children with complex communication needs show greater improvement in requesting behaviors with the Picture Exchange Communication System®(PECS®) versus a speech-generating device (SGD)?
By Elizabeth Roepke, MS, CCC-SLP, Tamar Greenwell, MS, CCC-SLP, Françoise Brosseau-Lapré, PhD, CCC-SLP
Would a school-age child with speech sound disorder (SSD) benefit more from individual drill therapy (Quick Articulation!) or traditional school-based group therapy as measured by improved speech accuracy?
By Emily Davis, MSEd, SLP-CF, Jennifer Wolff, MSEd, SLP-CF, Rebecca Murdock, MSEd, SLP-CF, Myrelsa J. Lopez, MHA, MSEd, SLP-CF, Kimberly A. Murphy, PhD, CCC-SLP
For adult patients with cognitive linguistic impairment because of traumatic brain injury (TBI), is the use of internal and/or external memory strategies beneficial to memory outcomes compared to alternative or no treatment?