Evidence-based Practice 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? Click here.
Click below to view each brief
by Lisa M. Bowers
Would young deaf children who participate in Auditory-Verbal Therapy (AVT) provided by a Listening and Spoken Language Specialist (LSLS) certified in AVT demonstrate gains in receptive and expressive language skills similar to their typical hearing peers?
by Balaji Rangarathnam, Haley Gilroy, and Gary H. McCullough
The article will provide evidence regarding treatment outcomes delivered via telepractice or face to face.
by Jeremy J. Donal and Jeremy C. Schwartz
What high-frequency amplification strategy maximizes speech recognition performance among adult hearing-impaired listeners with mild sloping to moderately severe sensorineural hearing loss?
by Karen Rizzo, Leah Mong, Morgan Helser, Natalie Howard, Isla Katz, Donna Scarborough
Among individuals who have been diagnosed with thin liquid aspiration by instrumental evaluation, does sipping one measured small sip (i.e., regulated to volume of 1 to 5 mL per sip) versus unregulated sip sizes reduce the frequency of or even completely eliminate aspiration when evaluated instrumentally?
by Angela Van Sickle
Would individuals with acquired apraxia of speech (AOS) demonstrate greater improvements for speech production with an articulatory kinematic approach or a rate/rhythm approach?
by Kris L. Brock
Which augmentative and alternative communication (AAC) interface design strategy (i.e., grid display or scene display) will best facilitate communicative interactions for persons with chronic, nonfluent aphasia?
by Mary Beth Schmitt, PhD, CCC-SLP
by Shari L. DeVeney and Jessica L. Hagaman
Would a child who is a late talker (P) show greater improvement with parent-implemented intervention models (l) or with clinician-directed intervention models (C) as shown by improvements in expressive language skills (O)? If so under what circumstances?
by Emily Wang and Kelly Farquharson
When assessing speech sound production of bilingual Mandarin-English speaking children, are standardized measures or informal assessment procedures better for determining whether the child has a speech sound disorder or speech sound difference?
by Erin J. Bush and Emily A. Burce
What are the evidence-based classroom accommodations for school-age students with traumatic brain injury who are struggling academically, and do they improve academic performance as compared to no classroom accommodations?
by Elizabeth Spencer Kelley
Would young children demonstrate improvements in inferential question-answering after interactive book-reading intervention that targeted inferential questions in comparison to a similar intervention that targeted overall language ability?
by Johanna M. Rudolph and Stephen Rudolph
Do school-age children receiving treatment for speech, language, and/or communication disorders show equivalent benefit from telepractice-based intervention as from on-site intervention as shown by comparable improvement in speech, language, and communication skills across the two treatment platforms?
by Karla K. McGregor and Rebecca M. Alper
Are people with sleep disorders at higher risk for language learning deficits than healthy sleepers?
Needles in Haystack: Searching for Evidence
by Laura Justice, Editor and Mary Beth Schmitt, Associate Editor
by Allison Brazendale, PsyD, Suzanne Adlof, PhD, Jessica Klusek, PhD, CCC-SLP, Jane Roberts, PhD
Would a child with fragile X syndrome benefit more from phonemic awareness and phonics instruction or whole-word training to increase reading skills?
by Keegan M. Koehlinger
Would a preschool-aged child with childhood apraxia of speech (CAS) benefit from a singular approach - such as motor planning, sensory cueing, linguistic and rhythmic - or a combined approach in order to increase intelligibility of spoken language?
by Jayne Brandel, PhD
Do students with language disorders and those who have low language skills benefit more from classroom-based instruction on narratives or from instruction outside of the classroom to improve comprehension of and retelling of narratives?
by Miriam C. Boesch and M. Alexandra Da Fonte
Should practitioners conduct a formal or informal communication assessment prior to completing a preference assessment to accurately identify preferences for students with severe developmental disabilities?
by Sara C. Steele
Do school-age children with language learning difficulties who receive morphological-based intervention show improvement in word knowledge relative to a comparison intervention or control condition?
by Kelly Farquharson and Chelsea E. Franzluebbers
Do working memory-based interventions improve language, reading, and/or working memory skills in school-aged children with language impairment?
Conducting and Writing an Evidence-Based Review: It’s All About the Question
by Laura Justice, Editor and Mary Beth Schmitt, Associate Editor
by Keegan M. Koehlinger, Linda Louko ande Patricia Zebrowski
What treatment approaches are available to reduce the frequency of phonological processes and disfluencies (moments of stuttering or stuttered words or syllables) in a school-aged child with a phonological disorder (PD) and an additional stuttering disorder (SD)? Additionally, what is the treatment efficacy of available approaches?
by Sherine R. Tambyraja and Jennifer T. Dunkle
For a preschool student with a severe phonological disorder, will incorporating a non-developmental target sequence be a more efficient approach than a developmental target sequence for improving speech sound production?
by Christy Fleck and Melinda Corwin
Do individuals with mild cognitive impairment (MCI) benefit from memory strategies/supports training versus no training, based on their performance on prospective memory tasks?
by Allison Bean Ellawadi
Would a minimally verbal toddler with an autism spectrum disorder (ASD) benefit more from implementation of the Picture Exchange Communication System® (PECS®) or Pivotal Response Treatment® (PRT®) to increase communication initiations of his wants/needs?
by Claire A. Layfield, Kirrie J. Ballard
Are rehabilitation techniques more effective than compensatory strategies in improving swallow function and facilitating oral intake after a medullary stroke?
by Sue Ann S. Lee, Sherry Sancibrian, and Nicole Ahlfinger
For preschool and school-age children with or at risk for reading difficulties, does technology-assisted instruction lead to better phonological-awareness (PA) skills than instruction without technology?
by Laura Justice, Editor and Mary Beth Schmitt, Associate Editor
by Patricia M. Zebrowski, PhD
Would an adolescent who stutters (P) exhibit long-term improvement in stuttering management from fluency shaping approaches (I) or speech modification techniques (C), as shown by increases in controlled and spontaneous fluency, reduced severity of moments of stuttering, and decreased negative impact of stuttering (O)?
by Claire A. Layfield, Kirrie J. Ballard, and Donald A. Robin
For people with aphasia following a stroke, is group therapy shown to be more effective on communication outcome measures reflecting impairment, activity, and/or participation than individual therapy or no therapy?
by Erin E. Redle
For toddlers with feeding disorders characterized by oral-motor deficits and limited texture acceptance, would an intervention that specifically included at least one sensory processing component (e.g., tactile, proprioception) and an oralmotor component be more effective than only an oral-motor intervention?
by Sherine R. Tambyraja and Rebecca J. McCauley
Would preschool children with SSD demonstrate similar or greater improvement in speech sound production during interventions including phonemic awareness goals and procedures than during speech sound interventions without those elements?
by María R. Brea-Spahn and Megan Dunn Davison
Would Spanish-speaking ELL students who struggle to learn to write (P) benefit more from writing intervention that addresses cognitive (executive function) and social well-being (motivation, peer inclusion) (I), or writing intervention strategies that address written language text macrostructure or microstructure only (C), as shown by significant changes in macro- and microstructural components in students' written compositions (O)?
by Mary Beth Schmitt and Laura M. Justice
The Briefs provide explicit guidance in how to approach specific clinical questions and rich models of implementing evidence-based practice as a systematic clinical-care process.
Know where to find the information and how to use it—that’s the secret of success.
by Chad Nye
by SooJung Chae, Oliver Wendt
Is the matrix strategy intervention effective for expanding word combinations in children with intellectual disabilities?
by Christopher R. Watts
Does behavioral voice therapy effectively improve voice quality and eliminate or reduce the size of vocal fold pathology in school-age children who have vocal nodules?
by Emily R. Marturana, Mollie R. Friedman, Jennifer A. Brown, and Juliann J. Woods
In addition to measuring the accuracy of the delivery of intervention, can fidelity measures provide insight on the effectiveness of the SLP-teacher collaborative consultation and increase embedded language intervention opportunities in the classroom?
by Kathleen A. Scott and Jenny Roberts
As the number of children adopted from foreign countries continues to grow substantially, questions persist regarding their long-term language and literacy skills. What is the best language assessment battery to determine if a second grade student, who was internationally adopted at 36 months old, has language impairment?
by Rajinder K. Koul, PhD and Melinda Corwin, PhD
With the advent of evidence-based practice (EBP) in health care, it has become important to appraise the available evidence on the efficacy of AAC intervention in persons with aphasia. Should we consider a technology-based AAC intervention or a nontechnology-based AAC intervention treatment approach for a person with chronic severe Broca's aphasia and apraxia of speech?
by Trina D. Spencer and Timothy C. Slocum
Script training is designed specifically to improve conversational independence, but primarily of children with autism and not children with SLI. Can an intervention strategy whose research was done with one population be used effectively with a different population for the same purpose?
by Chad Nye
by Melissa D. Malani, Andrea Barina, Kaitlyn Kludjian, Julie Perkowski
What phonemic awareness interventions are effective for students who have language/learning disabilities?
by Allison Gladfelter, Oliver Wendt, Anu Subramanian
Which current speech and language interventions or techniques are effective for improving speech and language outcomes for children with speech and language delays in the birht-to-3 population?
by Timothy Meline and Cassis Kauffman, Lamar University
Asked to deliver improved outcomes and reduced costs for Speech, Language and Hearing (SLH) service delivery, a Director of Speech, Language and Hearing Services chooses an evidence-based approach. She embarks on a scoping review of relevant literature addressing systems of SLH service delivery, including systematic reviews, case studies, and interviews with SLP experts.
by Stacey Pavelko, University of Central Florida
What helps preschool students acquire pre-literacy skills? Based on the available evidence, shared book reading, and code-focused interventions that combine PA and phonics are the most promising interventions.
by Johanna M. Hassink and Oliver Wendt, Purdue University
Does the Cycles Approach result in effective remediation of phonological disorders? Evidence for the efficacy of the Cycles Approach is limited. The best evidence available suggest that this approach is effective with children who exhibit severe phonological disorders both in isolation and in combination with other language disorders.
by Lisa M. Bedore, University of Texas at Austin
Katy is a speech-language pathologist working with a preschooler who has just been indentified as having language impairment, and speaks predominantly Spanish. In his home environment, Spanish is the primary language and his parents want him to be able to communicate in that environment, as well as at school. The child's teacher, however, believes that intervention should be in English. In which language should Katy conduct intervention?
by Chad Nye
by Jeffery B. Larsen, Chad Nye
Is classroom amplification beneficial?
by Summer Perkins, M.S., CCC-SLP and Erin Brooker Lozott, M.S., CCC-SLP
What is the definition of joint attention and its effect on social communication function? Does intervention improve joint attention, social language, and other communicative functions? Is teaching joint attention educationally relevant and critical for this child?
by Stacy D. Shepard & Li Sheng, University of Texas-Austin
Debbie, a monolingual elementary school speech-language pathologist (SLP), frequently assists other teachers with creating and implementing intervention plans for students. She recently was approached by a fifth-grade teacher who was concerned about one Spanish-English bilingual student who struggles in English class. The teacher thinks that this student's limited English vocabulary knowledge could be influencing his reading comprehension, but is unsure of how to address these needs in the classroom. Can Debbie suggest evidence-based strategies the teacher may implement to help this student?
by Amelia Medina and Jill Rentmeester, University of Minnesota
Julia, a speech-language pathologist (SLP), is working in a K–8 elementary school in a large urban school district. In the past five years, the school's Somali population has more than doubled from 20% to 45%. Her goal, like other SLPs, is to enable her students' success by building and bridging Somali and English communication skills for home, community, and school settings. Julia's research has focused on monolingual English-speaking students with impairments.
by Miriam C. Boesch and Oliver Wendt, Purdue University
Beth, a special education teacher reports that a student with Autism is increasingly exhibiting self-injurious behavior. Helen a (SLP) also notices the increase in negative behavior. Beth and Helen consider the use of functional communication training (FCT).
by Veronica Smith, Ph.D., University of Alberta
Maryanne, a school-based SLP, works with the IEP team to support a kindergarten student with autism. Maryanne researches an intervention called "video modeling" to determine the appropriateness for this student, given the IEP team's view that play-based skills are a critical element for this student's IEP. Will Maryanne find enough EBP support to warrant the implementation of video modeling?
by Chad Nye
by Angella Powel, MS and Julie J. Masterson, PhD
Will elementary students with special needs show improvement in writing skills after training involving structured approaches when compared to those who did not receive structured approaches?
by Julie Wolter
Will "multiple-linguistic word study" facilitate morphological awareness and phonological awareness?
by Kim Murza and Chad Nye, University of Central Florida
An SLP in a small urban elementary school wants to help second grade students on his caseload improve their reading comprehension. He looks to his knowledge of evidence-based practice for the answer to his question: does explicit instruction in story grammar positively impact elementary school students' comprehension abilities in reading narrative text?
by Jamie Schwartz, Debbie Hahs-Vaughn, Cheran Zadroga & Ana Rivera, University of Central Florida
A reading specialist and an SLP team up to support a change request to a 3rd grader's Individualized Education Plan (IEP) regarding phonemic awareness intervention. Will they find the evidence they need to support the IEP change?
by Greg Brooks, University of Sheffield, UK, and Carole J. Torgerson and Jill Hall, University of York, UK
Whether or not to teach phonics has long been a polarizing debate between phonics and whole language advocates. The authors provide a research-based review of phonics and its role in teaching reading and writing. Their findings lead to recommendations of how to best incorporate systematic phonics teaching in the classroom and in teacher training.
by Barbara J. Ehren, Ed.D., CCC-SLP, University of Central Florida
Speech-language pathologists (SLPs) in schools are exploring new or expanded roles with literacy, including intervention with students with language impairment (LI). At the same time, they seem to be struggling to find the motivation and time to engage in evidence-based practice (EBP). The author makes the case that EBP fits well within school culture. An example is provided to demonstrate how a school SLP can utilize the questions to make EBP decisions regarding literacy-related interventions.
by Mary Pannbacker and Sandra Hayes
Is treatment of voice problems for teachers effective?
by Teresa A. Ukrainetz
Will preschoolers show greater improvement in phonemic awareness during pre-phonemic or phonemic awareness instruction?
by J. Scott Yaruss and Kristin Pelczarski, University of Pittsburgh
A speech-language pathologist (SLP) works with a child who stutters to translate successes from the therapy room to her school and home settings. When the current treatment plan isn't working, the SLP looks to research for answers. What process will she use to narrow and evaluate the research in order to make effective treatment changes?
by Laura Jacobson and Robert Reid, University of Nebraska - Lincoln
An educator examines why the special education students at his small, urban high school have difficulty with writing and what he can do to help. Because his school system already expects students to have the requisite writing skills, many special education students don't have the chance to improve their skills during high school and may not pass the district's graduation exam. The educator and his colleagues respond by applying the research-based Self-Regulated Strategy Development (SRSD) model. What will they and their students learn from their efforts?
by Kelly M. Thomason and Brenda K. Gorman, Marquette University and Connie Summers, The University of Texas at Austin
In this brief, the authors consider whether instruction in a child's native language (particularly Spanish) hinders or promotes learning of literacy in English. The authors conduct a four-step process for identifying research on this topic, examining this literature, and then determining the answer to this clinical question. The results suggest that supporting a child's home/native language promotes rather than hinders development of English literacy skills.
by Laura M. Justice and Khara Pence, University of Virginia
In this brief, a hypothetical clinician takes on the task of identifying a "research based" approach for training parents to provide language intervention in the home environment. This brief describes a four-step process for identifying effective interventions, and describes the outcomes of this process as applied to home-based parent-implemented language intervention.
by Laura Justice
by Mary R. T. Kennedy
The purpose of this article is to provide SLPs with an overview of currently published, systematic reviews of cognitive rehabilitation and, more specifically, to identify those reviews that would provide them with practical recommendations concerning their clinical practice.
by Sandra Laing Gillam, Alan G. Kamhi
What intervention approaches are effective in improving articulation phonological abilities for preschool children with moderate-severe phonological disorders?
by Sloane Burgess and Lyn S. Turkstra
The social situations that adolescents encounter on a daily basis require both speed and agility: they must select comments that directly address the topic at hand, control utterance length so as not to monopolize the conversation, take the perspective of others and use both verbal and nonverbal methods to convey and state implied meaning.
Added to this, the idiomatic language of adolescent peer groups continually evolves,and familiarity with this language is important to building and sustaining relationships with one's peer group.
With the vast array of therapy materials and approaches available, how would a clinician determine the most recent evidence available supporting current intervention practices?
by Carla J. Johnson and Erin Yeates, University of Toronto
Speech-language pathologists who are interested in evidence-based practice may wish to know whether there is scientific evidence to support particular methods of vocabulary instruction...Do elementary schools students learn new vocabulary more effectively from hearing stories with brief explanations of unknown words than from hearing stories without such explanations?
by Jamie B. Schwartz, Ph.D., and Chad Nye, Ph.D., University of Central Florida
One of the signature characteristics of children with autism is failure to develop adequate communication skills. Clinicians often are faced with the decision of selecting and implementing an aided or unaided augmentative or alternative communication system for these individuals. Given that a clinician may recommend sign language training for a child with autism, what evidence is available upon which to base this decision?
by Anita S. McGinty and Laura Justice, University of Virginia
In this brief, we consulted the available experimental evidence to consider an important question that clinicians often ask: Should I provide speech-language intervention within the child's classroom (classroom-based) or outside of the classroom (pull-out)?