Evidence-Based Practice in Schools: Integrating Craft and Theory with Science and Data
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Justice, L. & Fey, M. (2004, September 21). The ASHA Leader.
The SLP's application of evidence-based practice (EBP) to making assessment and intervention decisions in schools requires the deliberate integration of clinical expertise, substantive theoretical knowledge, child and family preferences, and best available evidence from systematic empirical research. By this definition, it should be evident that EBP does not refer to a singular focus on using research to make decisions about children. Rather, EBP emphasizes the systematic and deliberate integration of science and craft, or, alternatively, data and theory.
See the full Article HERE
Justice, L. & Fey, M. (2004, September 21). The ASHA Leader.
The SLP's application of evidence-based practice (EBP) to making assessment and intervention decisions in schools requires the deliberate integration of clinical expertise, substantive theoretical knowledge, child and family preferences, and best available evidence from systematic empirical research. By this definition, it should be evident that EBP does not refer to a singular focus on using research to make decisions about children. Rather, EBP emphasizes the systematic and deliberate integration of science and craft, or, alternatively, data and theory.
See the full Article HERE
