Evidence Based Practice
Most of these are briefs/summaries of studies. See the whole list HERE.
Therapy Service Model
Classroom-Based versus Pull-Out
Language Intervention: An Examination
of the Experimental Evidence
by Anita S. McGinty and Laura Justice,
University of Virginia, 2006

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)?
Improving Communication for Children
with Autism: Does Sign Language Work?
by Jamie B. Schwartz, Ph.D., and Chad Nye,
Ph.D., University of Central Florida, 2006

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?
To Sign Or Not To Sign?
A Speech-Language Pathologist's
Dilemma: What is the Best Choice for
Service Delivery in Schools?
by Timothy Meline and Cassis Kauffman, Lamar
University, 2010

A Director of Speech, Language and Hearing
Services embarks on a scoping review of
relevant literature addressing systems of SLH
service delivery, including systematic reviews,
case studies, and interviews with SLP experts.
Making Evidence-Based Decisions
Regarding Service Delivery for
School-age Students Participating in
Narrative Intervention
by Jayne Brandel, PhD, 2014

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?
Telepractice vs. On-Site Treatment: Are
Outcomes Equivalent for School-Age
Children
by Johanna M. Rudolph and Stephen Rudolph,
2015

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?
Language & Literacy
An Evidence-Based Approach to Teach
Inferential Language during Interactive
Storybook Reading with Young Children
by Elizabeth Spencer Kelley, 2015

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?
The Effects of Technology-Assisted
Instruction to Improve
Phonological-Awareness Skills in
Children With Reading Difficulties: A
Systematic Review
by Sue Ann S. Lee, Sherry Sancibrian, and
Nicole Ahlfinger, 2013

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?
Pre-Literacy Interventions for Preschool
Students
by Stacey Pavelko, University of Central Florida,
2010

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.
Teaching Literacy Using a
Multiple-Linguistic Word-Study Spelling
Approach: A Systematic Review
by Julie Wolter, 2009

Will "multiple-linguistic word study" facilitate
morphological awareness and phonological
awareness?
A Clinical Language/Literacy Decision:
Evidence-based Story Grammar
Instruction
by Kim Murza and Chad Nye, University of
Central Florida, 2008

Does explicit instruction in story grammar
positively impact elementary school students'
comprehension abilities in reading narrative text?
Finding, Analyzing and Implementing a
Phonemic Awareness Intervention
by Jamie Schwartz, Debbie Hahs-Vaughn,
Cheran Zadroga & Ana Rivera, University of
Central Florida, 2008

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?
Making Informed Decisions about
Literacy Intervention in Schools
by Barbara J. Ehren, Ed.D., CCC-SLP,
University of Central Florida, 2008

Speech-language pathologists (SLPs) in
schools are exploring new or expanded roles
with literacy, including intervention with students
with language impairment (LI).  An example is
provided to demonstrate how a school SLP can
utilize the questions to make EBP decisions
regarding literacy-related interventions.
Evidence-Based Vocabulary Instruction
for Elementary Students via Storybook
Reading
by Carla J. Johnson and Erin Yeates, University
of Toronto, 2006

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?
Bilingual Issues
Assessment of Speech-Production Skills
in Bilingual Mandarin-English Speaking
Children: Difference vs. Disorder
by Emily Wang and Kelly Farquharson, 2016

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?
Do Patients Treated for Voice Therapy
with Telepractice Show Similar Changes
in Voice Outcome Measures as Patients
Treated Face to Face?
by Balaji Rangarathnam, Haley Gilroy, and Gary
H. McCullough, 2016

The article will provide evidence regarding
treatment outcomes delivered via telepractice or
face to face.
Writing Intervention for Spanish-
Speaking English Language Learners
by María R. Brea-Spahn and Megan Dunn
Davison, 2012

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)?
Making Evidence-Based Assessment
Decisions for Children Who Are
Internationally Adopted
by Kathleen A. Scott and Jenny Roberts, 2011

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?
Choosing the Language of Intervention
for Spanish-English Bilingual
Preschoolers with Language Impairment
by Lisa M. Bedore, University of Texas at
Austin, 2010

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?
Vocabulary Intervention for Elementary
and Secondary School Students Who
are English Language Learners
by Stacy D. Shepard & Li Sheng, University of
Texas-Austin, 2009
A bilingual student's limited English vocabulary
knowledge could be influencing his reading
comprehension, but the teacher 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?
Evidence-Based Practice for Bilingual
Students with Language Impairment:
General and Specific Treatment
Questions
by Amelia Medina and Jill Rentmeester,
University of Minnesota, 2009

Julia, a speech-language pathologist (SLP), is
working in a K–8 elementary school where the
school's Somali population has grown 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.
English Literacy Development for
English Language Learners
by Kelly M. Thomason and Brenda K. Gorman,
Marquette University and Connie Summers, The
University of Texas at Austin, 2007

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 results
suggest that supporting a child's home/native
language promotes rather than hinders
development of English literacy skills.
ASHA's EBP Maps
Facebook Discussion Group