Special issue on critically appraised topics in communication disorders: research evidence for use in clinical practice

Evidence-Based Communication Assessment and Intervention is proud to publish this special issue dedicated to Critically Appraised Topics (CATs) in Communication Disorders. CATs are a means for speech-language pathologists (SLPs) and other professionals to determine the current best-available evidence for a given clinical question in a time efficient manner (White, Raghavendra, & McAllister, 2017). As such, CATs have the potential to play an important role in the translation of research evidence to clinical practice.

Since its inception, EBCAI has highlighted the value of CATs. A call for CATs was made in the second issue of this journal (Schlosser & Sigafoos, 2007). The focus on CATs was further strengthened by White et al.’s (2017) primer on performing a CAT within the SLP field. In this special issue, Skeat and Roddam (2019a) provide a tutorial on modifying the CAT approach when reviewing qualitative studies. With qualitative research providing a valuable contribution to SLP practice, the ability to capture this research in rapid review format is especially important. Skeat and Roddam (2019b) then demonstrate the Qual-CAT approach, reviewing what parents think about their involvement in SLP intervention. With most early childhood SLP treatments having a high level of parent involvement, this information has the potential to have a meaningful impact on the work of pediatric SLPs.

Continuing the theme of Evidence-based Practice (EBP) within pediatric speech-language pathology, Butenko, Fung, and White (2019) address the highly topical area of ankyloglossia, or the condition of being “tongue-tied.” Efforts at correction and its impact on breastfeeding and maternal outcomes are considered. Following a review of the research evidence to-date for the frenectomy procedure, they highlight the important role of SLPs in post-operative care. White, Zhai, and McMinn (2019) review the effectiveness of non-Auditory Verbal Therapies (AVT) in improving speech production in school-aged children with a hearing impairment. While AVT is a popular approach, this CAT provides valuable information to SLPs working with hearing impaired clients who, for reasons of circumstance or preference, do not use an AVT approach to therapy.

Moving across the SLP range of practice from speech production to augmentative and alternative communication (AAC), Elmquist, Simacek, Dimian, and Reichle (2019) investigate the impact of aided AAC interventions on collateral acquisition of speech comprehension of children with disabilities. Knowing if such gains can be expected is important for accurate client counseling and efficient therapy provision. Finally, Carnett, Neely, Hong, and Escobar (2019) wrap up this special issue with a paper reviewing the treatment efficacy of individualizing the selection of a manding or requesting response and utilizing the selected mand form during functional communication training programs for individuals with autism spectrum disorder. When intervention success might be determined by assessing an individual’s preference for different modes of communicating, it is incumbent upon SLPs to know this in order to maximize treatment outcomes.

The CATs in this issue, from Australia, UK, and USA, cover a range of practice areas within SLP. The issue begins with information about client perspectives and ends with the importance of individualizing therapy; all necessary parts of EBP (Schlosser & Raghavendra, 2004). The role of the CAT is to assist SLPs in the use of research evidence in their clinical-decision making; aiding the translation of research evidence to clinical practice and bridging the research-to-practice gap. We hope that this issue is just the beginning of the publication of CATs in EBCAI and within our field and request practitioners, researchers, administrators, and policy makers to develop CATs addressing clinical questions relevant to assessment and intervention in communication disorders.

Acknowledgements

We acknowledge the contributions made by Dr. Sarahlouise White in the earlier stages of this special issue and the support of Professor Sue McAllister in its conception. The authors report no conflicts of interest and are solely responsible for the content of this Editorial.