Evidence-based practice briefs

Issue 6, September 2020: The Incorporation of Hippotherapy as a Treatment Tool in Speech-Language Therapy Sessions for Adolescents with Communication Disorders

Issue 5, September 2020: Standardized and Informal Language Assessments Determining the Communication Needs of Transition-Age Students with Mild Intellectual Disability

Issue 4, August 2020: The Use of Dynamic Assessment in the Evaluation of Early Literacy Skills

Issue 3, August 2020: Comparing Augmentative and Alternative Communication Interventions on Requesting Skills for Children with Complex Communication Needs

Issue 2, November 2019: Service Delivery for Children with Speech Sound Disorders: Evidence for the Quick Articulation! Model

Issue 1, November 2019: The Utilization of Internal and External Memory Strategies in Evidence-Based Practice

Issue 6, January 2019: Efficacy of Professional Development with Individualized Coaching to Enhance Educator Knowledge and Practice of Emergent Literacy Skills

Issue 5, May 2019: Complex Syntax Interventions for Young Children with Language Impairments

Issue 4, February 2019: Effects of Stuttering Treatment: A Systematic Review of Single-Subject Experimental Design Studies

Issue 3, January 2019: WH-Question Intervention for Children with Language Disorders

Issue 2, July 2018: The Effects of Multimedia E-Book Use on Vocabulary Acquisition for Children with Language Impairments

Issue 1, July 2018: Interprofessional Education for Preprofessional Speech-Language Pathologists and General-Education Teachers

2017-2018: Editorial Overview

Issue 6, March 2018: Bilingual Vocabulary Support for Dual Language Learners: A Systematic Review

Issue 5, March 2018: Using Thickened Liquids to Improve Swallowing Physiology in Infants with Dysphagia: A Review of External Evidence

Issue 4, August 2017: Effects of Self-Regulated Strategy Development on the Writing Skills of School-Age Children with Attention-Deficit/Hyperactivity Disorder

Issue 3, July 2017: Memory Restoration Using Computerized Cognitive Training after Pediatric Traumatic Brain Injury: A Review of the Evidence

Issue 2, June 2017: The Effectiveness of Spaced Retrieval on Improving Self-Feeding and Use of Compensatory Swallowing Strategies in Individuals with Dementia Residing in a Long-Term Care Facility

Issue 1, May 2017: Altering the Prosodic Features of Motherese to Promote Joint Attention in Language-Delayed Children

2016-2017: Editorial Overview

Issue 6, January 2017: Auditory-Verbal Therapy as an Intervention Approach for Children Who Are Deaf: A Review of the Evidence

Issue 5, December 2016: Do Patients Treated for Voice Therapy with Telepractice Show Similar Changes in Voice Outcome Measures as Patients Treated Face to Face?

Issue 4, August 2016: Strategies for Maximizing Speech-Recognition Performance: Adults with Mild to Moderately Severe Sensorineural Hearing Loss

Issue 3, August 2016: Effects of Bolus Size on Swallow Safety: A Systematic Review of External Evidence

Issue 2, May 2016: Evidence-Based Intervention for Individuals with Acquired Apraxia of Speech

Issue 1, May 2016: Which AAC Interface Design Facilitates Communicative Interactions for Persons with Nonfluent Aphasia?

2015-2016: Editorial Overview

Issue 6, February 2016: Comparison of Parent-Implemented and Clinician-Directed Intervention for Toddlers Identified as Late Talkers: A Literature Review

Issue 5, February 2016: Assessment of Speech-Production Skills in Bilingual Mandarin-English Speaking Children: Difference vs. Disorder

Issue 4, February 2016: The Effectiveness of Academic Accommodations for School-Age Students with Traumatic Brain Injury

Issue 3, October 2015: An Evidence-Based Approach to Teach Inferential Language during Interactive Storybook Reading with Young Children

Issue 2, September 2015: Telepractice vs. On-Site Treatment: Are Outcomes Equivalent for School-Age Children

Issue 1, May 2015: Sleep Disorders as a Risk to Language Learning and Use

2014-2015: Editorial Overview

Issue 6, March 2015: Teaching Reading to Youth with Fragile X Syndrome: Should Phonemic Awareness and Phonics Instruction Be Used?

Issue 5, March 2015: Improving Speech Intelligibility in Children with Childhood Apraxia of Speech: Employing Evidence-Based Practice

Issue 4, December 2014: Making Evidence-Based Decisions Regarding Service Delivery for School-Age Students Participating in Narrative Intervention

Issue 3, September 2014: Best Practices for Assessing Communication Skills Prior to Preference Assessments for Students With Severe Developmental Disabilities

Issue 2, June 2014: Effects of Morphological-Based Intervention on Vocabulary Learning in School-Age Children With Language Learning Difficulties

Issue 1, April 2014: Comparing the Effects of Working Memory-Based Interventions for Children with Language Impairment

2013-2014: Editorial Overview

Issue 6, March 2014: Application of the PICO Process to Plan Treatment for a Child with a Co-Occurring Stuttering and Phonological Disorder

Issue 5, March 2014: Target Selection in Speech Therapy: Is a Non-Developmental Approach more Efficient than a Developmental Approach?

Issue 4, December 2013: Evidence-Based Decisions: Memory Intervention for Individuals With Mild Cognitive Impairment

Issue 3, September 2013: Comparing Evidence-Based Interventions for Toddlers with Autism Spectrum Disorders

Issue 2, July 2013: Evidence-Based Intervention Options for Chronic Dysphagia Following Lateral Medullary Stroke

Issue 1, March 2013: The Effects of Technology-Assisted Instruction to Improve Phonological-Awareness Skills in Children With Reading Difficulties: A Systematic Review

2012-2013: Editorial Overview

Issue 6, March 2013: Application of EBP Guidelines to Treatment Planning for an Adolescent Who Stutters

Issue 5, March 2013: Evaluating Group Therapy for Aphasia: What is the Evidence?

Issue 4, December 2012: Evidence-Based Intervention for Toddlers with Sensorimotor Feeding Disorders

Issue 3, September 2012: Do Phonemic Awareness Interventions Improve Speech in Preschool Children with Speech Sound Disorders?

Issue 2, June 2012: Writing Intervention for Spanish-Speaking English Language Learners: A Review of Research

Issue 1, March 2012: Evidence-Based Practice: A Retrospective Overview and Proposal for Future Directions

Issue 6, March 2012: The Effects of Matrix Strategy Intervention on Improving Word Combination Skills in Preschool Children with Intellectual Disabilities

Issue 5, March 2012: Behavioral Voice Therapy in School-Age Children with Vocal Fold Nodules

Issue 4, December 2011: Using Fidelity Measures to Support Collaboration in Inclusive Preschool Settings

Issue 3, September 2011: Making Evidence-Based Assessment Decisions for Children Who Are Internationally Adopted

Issue 2, June 2011: Augmentative and Alternative Communication Intervention for Persons with Chronic Severe Aphasia: Bringing Research to Practice

Issue 1, March 2011: Maximizing Conversational Independence: Overview and Proposal for Future Directions

Issue 6, October 2011: Improving Phonemic Awareness in Children With Learning Disabilities

Issue 5, March 2011: Evidence-Based Speech and Language Intervention Techniques for the Birth-to-3 Population

Issue 4, December 2010: A Speech-Language Pathologist's Dilemma: What is the Best Choice for Service Delivery in Schools?

Issue 3, October 2010: Pre-Literacy Interventions for Preschool Students

Issue 2, June 2010: Remediation of Phonological Disorders in Preschool Age Children: Evidence for the Cycles Approach

Issue 1, March 2010: Choosing the Language of Intervention for Spanish-English Bilingual Preschoolers with Language Impairment

Issue 4, November 2009: Vocabulary Intervention for Elementary and Secondary School Students Who are English Language Learners: A Review of Research

Issue 3, September 2009: Evidence-Based Practice for Bilingual Students with Language Impairment: General and Specific Treatment Questions

Issue 2, June 2009: Reducing Self-Injurious Behaviors in Individuals With Autism: Benefits of Functional Communication Training

Issue 1, March 2009: Video Modeling to Improve Play Skills in a Child with Autism: A Procedure to Examine Single-Subject Experimental Research

Issue 6, June 2009: The Effects of Structured Writing Intervention for Elementary Students With Special Needs: A Systematic Review

Issue 5, June 2009: Teaching Literacy Using a Multiple-Linguistic Word-Study Spelling Approach: A Systematic Review

Issue 4, December 2008: A Clinical Language/Literacy Decision: Evidence-Based Story Grammar Instruction

Issue 3, September 2008: Finding, Analyzing and Implementing a Phonemic Awareness Intervention: Guidelines to a Decision-Making Process

Issue 2, June 2008: The Use of Phonics in the Teaching of Reading and Spelling

Issue 1, April 2008: Making Informed Decisions about Literacy Intervention in Schools: An Adolescent Literacy Example

Issue 6, March 2008: Treatment for Teachers with Voice Disorders: An Evidence-Based Review

Issue 5, March 2008: Phonemic Awareness Instruction for Preschoolers: The Evidence for Pre-Phonemic versus Phonemic Tasks

Issue 4, December 2007: Evidence-Based Practice for School-Age Stuttering: Balancing Existing Research with Clinical Practice

Issue 3, September 2007: Self-Regulated Strategy Development for Written Expression: Is it Effective for Adolescents?

Issue 2, July 2007: English Literacy Development for English Language Learners: Does Spanish Instruction Promote or Hinder?

Issue 1, March 2007: Parent-Implemented Interactive Language Intervention: Can It Be Used Effectively?

Issue 6, February 2007: Evidence-Based Reviews of Cognitive Rehabilitation for Individuals With Traumatic Brain Injury: What Clinical Questions Do They Answer?

Issue 5, February 2007: Intervention for Preschool Children With Moderate-Severe Phonological Impairment

Issue 4, December 2006: Social Skills Intervention for Adolescents with Autism Spectrum Disorders: A Review of the Experimental Evidence

Issue 3, October 2006: Evidence-Based Vocabulary Instruction for Elementary Students via Storybook Reading

Issue 2, July 2006: Improving Communication for Children with Autism: Does Sign Language Work?

Issue 1, April 2006: Classroom-Based versus Pull-Out Language Intervention: An Examination of the Experimental Evidence