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An examination of reading, reading development and disorder in a highly transparent orthography: the case of Turkish
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| 2 |
FFA and OFA encode distinct types of face identity information
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Factors affecting paramedicine students' learning about evidence-based practice: a phenomenographic study
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Evaluation of Parent- and Speech-Language Pathologist–Delivered Multiple Oppositions Intervention for Children With Phonological Impairment: A Multiple-Baseline Design Study
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In: ETSU Faculty Works (2020)
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| 7 |
Ashfoundation Offers Student Scholarships and Research Grants
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In: ETSU Faculty Works (2020)
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| 8 |
Ashfoundation Offers Student Scholarships and Research Grants
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In: ETSU Faculty Works (2020)
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| 9 |
Evaluation of parent and speech-language pathologist delivered multiple oppositions intervention for children with phonological impairment : a multiple-baseline design study
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Evaluation of parent- and speech-language pathologist-delivered multiple oppositions intervention for children with phonological impairment : a multiple-baseline design study
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| 11 |
Elements in phonological intervention : a comparison of three approaches using the phonological intervention taxonomy
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| 12 |
Brain and perceptual representations of faces, voices, and person identity
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| 13 |
Working hard to belong: a qualitative study exploring students from black, Asian and minority ethnic backgrounds experiences of pre-registration physiotherapy education
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| 14 |
Parents’ Experiences of Completing Home Practice for Speech Sound Disorders
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In: ETSU Faculty Works (2019)
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Parents' experiences of completing home practice for speech sound disorders
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| 16 |
What does it take to graduate? A Qualitative Exploration of the Perceptions of Successful Physiotherapy Graduates from One University in the UK
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| 17 |
Service Delivery and Intervention Intensity for Phonology‐Based Speech Sound Disorders
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In: ETSU Faculty Works (2018)
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Abstract:
Background When planning evidence‐based intervention services for children with phonology‐based speech sound disorders (SSD), speech and language therapists (SLTs) need to integrate research evidence regarding service delivery and intervention intensity within their clinical practice. However, relatively little is known about the optimal intensity of phonological interventions and whether SLTs’ services align with the research evidence. Aims The aims are twofold. First, to review external evidence (i.e., empirical research evidence external to day‐to‐day clinical practice) regarding service delivery and intervention intensity for phonological interventions. Second, to investigate SLTs’ clinical practice with children with phonology‐based SSD in Australia, focusing on service delivery and intensity. By considering these complementary sources of evidence, SLTs and researchers will be better placed to understand the state of the external evidence regarding the delivery of phonological interventions and appreciate the challenges facing SLTs in providing evidence‐based services. Methods & Procedures Two studies are presented. The first is a review of phonological intervention research published between 1979 and 2016. Details regarding service delivery and intervention intensity were extracted from the 199 papers that met inclusion criteria identified through a systematic search. The second study was an online survey of 288 SLTs working in Australia, focused on the service delivery and intensity of intervention provided in clinical practice. Main Contributions There is a gap between the external evidence regarding service delivery and intervention intensity and the internal evidence from clinical practice. Most published intervention research has reported to provide intervention two to three times per week in individual sessions delivered by an SLT in a university clinic, in sessions lasting 30–60 min comprising 100 production trials. SLTs reported providing services at intensities below that found in the literature. Further, they reported workplace, client and clinician factors that influenced the intensity of intervention they were able to provide to children with phonology‐based SSD. Conclusions & Implications Insufficient detail in the reporting of intervention intensity within published research coupled with service delivery constraints may affect the implementation of empirical evidence into everyday clinical practice. Research investigating innovative solutions to service delivery challenges is needed to provide SLTs with evidence that is relevant and feasible for clinical practice.
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Keyword:
Audiology and Speech-Language Pathology; children; Communication Sciences and Disorders; Disability and Equity in Education; evidence-based oractice; intervention; phonology; speech
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URL: https://doi.org/10.1111/1460-6984.12399
https://dc.etsu.edu/etsu-works/5557
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| 18 |
Elements of Phonological Interventions for Children With Speech Sound Disorders: The Development of a Taxonomy
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In: ETSU Faculty Works (2018)
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| 19 |
Service Delivery and Intervention Intensity for Phonology-Based Speech Sound Disorders
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In: ETSU Faculty Works (2018)
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| 20 |
The Efficacy of Training Parents to Deliver Multiple Oppositions Intervention to Children with Speech Sound Disorders
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In: ETSU Faculty Works (2018)
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