Improving Practice Through Clinical Research

References

• Beeson, P. M., & Robey, R. R. (2006). Evaluating singlesubject treatment research: lessons learned from the aphasia literature. Neuropsychology Review, 16(4), 161–169. https://doi.org/10.1007/s11065-006-9013-7
   PubMed Web of Science ®Google Scholar
• Byiers, B. (2019). Single-case designs. In P. Liamputtong (ed.), Handbook of research methods in health social sciences (pp. 581–602). Springer Singapore.
   Google Scholar
• Calder, S. D., Claessen, M., & Leitão, S. (2018). Combining implicit and explicit intervention approaches to target grammar in young children with developmental language disorder. Child Language Teaching and Therapy, 34(2), 171–189. https://doi.org/10.1177/0265659017735392
   Web of Science ®Google Scholar
• Dallery, J., & Raiff, B. R. (2014). Optimizing behavioral health interventions with single-case designs: From development to dissemination. Translational Behavioural Medicine, 4(3), 290–303. doi:10.1007/s13142-014-0258-z
   PubMed Web of Science ®Google Scholar
• Ebbels, S. H. (2017). Intervention research: Appraising study designs, interpreting findings and creating research in clinical practice. International Journal of Speech-Language Pathology, 19(3), 218–231. https://doi.org/10.1080/17549507.2016.1276215
   PubMed Web of Science ®Google Scholar
• Ebbels, S. (2014). Effectiveness of intervention for grammar in school-aged children with primary language impairments: A review of the evidence. Child Language Teaching and Therapy, 30(1), 7–40. https://doi.org/10.1177/0265659013512321
   Web of Science ®Google Scholar
• Ebbels, S. (2007). Teaching grammar to school-aged children with specific language impairment using Shape Coding. Child Language Teaching and Therapy, 23(1), 67–93. https://doi.org/10.1191/0265659007072143
   Google Scholar
• Finch, E., Cornwell, P., Ward, E. C., & McPhail, S. M. (2013). Factors influencing research engagement: Research interest, confidence and experience in an Australian speech-language pathology workforce. BMC Health Services Research, 13(1), Article 144. https://doi.org/10.1186/1472-6963-13-144
   PubMedGoogle Scholar
• Glisson, L., Leitão, S., & Claessen, M. (2019). Evaluating the efficacy of a small-group oral narrative intervention programme for pre-primary children with narrative difficulties in a mainstream school setting. Australian Journal of Learning Difficulties, 24(1), 1–20. https://doi.org/10.1080/19404158.2019.1596138
   Web of Science ®Google Scholar
• Greenhalgh, T., Raftery, J., Hanney, S., & Glover, M. (2016). Research impact: a narrative review. BMC Medicine, 14(1), Article 78. https://doi.org/10.1186/s12916-016-0620-8
   Google Scholar
• Howard, D., Best, W., & Nickels, L. (2015). Optimising the design of intervention studies: critiques and ways forward. Aphasiology, 29(5), 526–562. https://doi.org/10.1080/02687038.2014.985884
   Web of Science ®Google Scholar
• Kratochwill, T. R., Hitchcock, J. H., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2012). Single-case intervention research design standards. Remedial and Special Education, 34(1), 26–38. https://doi.org/10.1177/0741932512452794
   Web of Science ®Google Scholar
• Laubscher, E., Light, J., & McNaughton, D. (2019). Effect of an application with video visual scene displays on communication during play: pilot study of a child with autism spectrum disorder and a peer. Augmentative and Alternative Communication, 35(4), 299–308.
   PubMed Web of Science ®Google Scholar
• Leonard, L. B. (2014). Children with specific language impairment. MIT Press.
   Google Scholar
• OCEBM Levels of Evidence Working Group. (2011). The Oxford 2011 levels of evidence. Oxford Centre for Evidence-Based Medicine. http://www.cebm.net/index.aspx?o=5653
   Google Scholar
• Olswang, L. B., & Goldstein, H. (2017). Collaborating on the development and implementation of evidence-based practices: Advancing science and practice. Evidence-Based Communication Assessment and Intervention, 11(3–4), 61–71. https://doi.org/10.1080/17489539.2017.1386404
   Google Scholar
• Pickstone, C., Nancarrow, S., Cooke, J., Vernon, W., Mountain, G., Boyce, R. A., & Campbell, J. (2008). Building research capacity in the allied health professions. Evidence & Policy: A Journal of Research, Debate and Practice, 4(1), 53–68. https://doi.org/10.1332/174426408783477864
   Google Scholar
• Redmond, S. M., Ash, A. C., Christopulos, T. T., & Pfaff, T. (2019). Diagnostic accuracy of sentence recall and past tense measures for identifying children’s language impairments. Journal of Speech, Language, and Hearing Research, 62(7), 2438–2454. http://dx.doi.org/10.1044/2019_jslhr-l-18-0388
   PubMed Web of Science ®Google Scholar
• Rudolph, J. M., & Wendt, O. (2014). The efficacy of the cycles approach: A multiple baseline design. Journal of Commununication Disorders, 47, 1–16. https://doi.org/10.1016/j.jcomdis.2013.12.003
   PubMed Web of Science ®Google Scholar
• Smith-Lock, K. M., Leitão, S., Lambert, L., & Nickels, L. (2013). Effective intervention for expressive grammar in children with specific language impairment. International Journal of Language and Communication Disorders, 48(3), 265–282. doi:10.1111/1460-6984.12003
   PubMed Web of Science ®Google Scholar
• Smith-Lock, K. M., Leitão, S., Prior, P., & Nickels, L. (2015). The effectiveness of two grammar treatment procedures for children with SLI: A randomized clinical trial. Language, Speech, and Hearing Services in Schools, 46(4), 312–324. https://doi.org/10.1044/2015_LSHSS-14-0041
   PubMed Web of Science ®Google Scholar
• Speech Pathology Australia (SPA). (2020a, 12 November). Professional standards for speech pathologists in Australia. https://www.speechpathologyaustralia.org.au/SPAweb/Resources_for_Speech_Pathologists/CBOS/Professional_Standards.aspx
   Google Scholar
• Speech Pathology Australia (SPA). (2020b, 2 November). Research grants. https://www.speechpathologyaustralia.org.au/SPAweb/Members/Research_Grants/SPAweb/Resources_for_the_Public/Research_Grants/Research_Grants.aspx?hkey=b16346ef-c26b-436d-8549-c51a3ecc0ac1#crpg)
   Google Scholar
• Tate, R. L., Perdices, M., Rosenkoetter, U., Shadish, W., Vohra, S., Barlow, D. H., Horner, R., Kazdin, A., Kratochwill, T., McDonald, S., Sampson, M., Shanseer, L., Togher, L., Albin, A., Backman, C., Douglas, J., Evans, J. E., Manolov, R., Mitchell, M., Wilson, B. (2016). The Single-Case Reporting Guideline in BEhavioural Interventions (SCRIBE) 2016 Statement. Physical Therapy, 96(7), e1–e10. https://doi.org/10.2522/ptj.2016.96.7.e1
   PubMed Web of Science ®Google Scholar
• Ward, R., Leitão, S., & Strauss, G. (2014). An evaluation of the effectiveness of PROMPT therapy in improving speech production accuracy in six children with cerebral palsy. International Journal of Speech, Language Pathology, 16(4), 355–371. https://doi.org/10.3109/17549507.2013.876662
   PubMed Web of Science ®Google Scholar
• World Health Organization (WHO) (2001). International Classification of Functioning, Disability and Health: ICF. World Health Organization. https://apps.who.int/iris/handle/10665/42407
   Google Scholar