Understanding Research and Evidence-Based Practice in Communication Disorders
A Primer for Students and Practitioners
Published on 28. November 2008
Book
Hardback
528 pages
978-0-205-45363-4 (ISBN)
Description
Understanding Research and Evidence-Based Practice in Communication Disorders is an engaging, student-friendly text that explores the connection between common communication science research methods and clinical practice. Covering both the conceptual and the quantitative aspects of research methods, evidence-based practice, experimental design, and statistics, this book both elucidates various models of research and practice and explains how these models are important to the greater field of communication science.
While some students and practitioners find many books on research, evidence-based practice, and statistical concepts to be intimidating, abstract, and dry, Understanding Research and Evidence-Based Practice in Communication Disorders strives to emphasize not only the ideas surrounding evidence-based practice but also how its principles can be applied in clinical practice. The text also includes a number of helpful study aides such as learning objectives, learning activities, and a glossary, all of which help shed considerable light on these challenging and sometimes daunting subjects.
While some students and practitioners find many books on research, evidence-based practice, and statistical concepts to be intimidating, abstract, and dry, Understanding Research and Evidence-Based Practice in Communication Disorders strives to emphasize not only the ideas surrounding evidence-based practice but also how its principles can be applied in clinical practice. The text also includes a number of helpful study aides such as learning objectives, learning activities, and a glossary, all of which help shed considerable light on these challenging and sometimes daunting subjects.
More details
Persons
William O. Haynes has been teaching courses in speech-language pathology at the university level for over thirty years and is currently a professor at Auburn University. Having written over fifty scientific articles and textbooks, Dr. Haynes is the author of Communication Disorders in the Classroom (Jones & Bartlett, 2006), Diagnosis and Evaluation in Speech Pathology (Allyn & Bacon, 2003) and Communication Development (Williams and Wilkins, 1998).
Carole E. Johnson is a professorat Auburn University and has been teaching courses in audiology at the university level for almost twenty years. She has over 45 publications and has successfully written federal grants for many of her projects. Dr. Johnson is the author of Handbook of Outcomes Measurement in Audiology (Singular-Thomson, 2002) and Guidebook for Support Programs in Aural Rehabilitation (Singular-Thompson, 1999).
Carole E. Johnson is a professorat Auburn University and has been teaching courses in audiology at the university level for almost twenty years. She has over 45 publications and has successfully written federal grants for many of her projects. Dr. Johnson is the author of Handbook of Outcomes Measurement in Audiology (Singular-Thomson, 2002) and Guidebook for Support Programs in Aural Rehabilitation (Singular-Thompson, 1999).
Content
Section I: Introduction to Research in Communication Disorders
Chapter 1: The Importance of Research in Communication Sciences and Disorders
? Learning Objectives
? Preconceived notions
? The role of research in making a profession(al) credible
? Three examples of professional credibility
? Our professional literature and the information base
? The scientific method and clinical work: The notion of clinician-researcher
? Common research misconceptions
? Parallels in clinical and research skills: Diagnosis
? Parallels in clinical and research skills: Treatment
? The benefits of becoming a clinician-researcher
? Chapter Summary
? Learning Activities
Section II: The Nature of Scientific Inquiry and Essentials of Experimental Control
Chapter 2: Scientific Principles and Methods Used by Researchers
? Learning Objectives
? Sinister stereotypes
? Ways of knowing about the world
? Characteristics of science
? The Systematic Nature of Science: Scientific method
o Experimental Control
o The Public Nature of Science
o Replication in Science
o The Empirical Nature of Science
o Probabilistic Knowledge
? Ethical issues in research
? Junk science, pseudoscience and quackery
? Chapter Summary
? Learning Activities
Chapter 3: Crafting Scientific and Answerable Questions
? Learning Objectives
? Theories, problems, hypotheses and questions
Chapter 1: The Importance of Research in Communication Sciences and Disorders
? Learning Objectives
? Preconceived notions
? The role of research in making a profession(al) credible
? Three examples of professional credibility
? Our professional literature and the information base
? The scientific method and clinical work: The notion of clinician-researcher
? Common research misconceptions
? Parallels in clinical and research skills: Diagnosis
? Parallels in clinical and research skills: Treatment
? The benefits of becoming a clinician-researcher
? Chapter Summary
? Learning Activities
Section II: The Nature of Scientific Inquiry and Essentials of Experimental Control
Chapter 2: Scientific Principles and Methods Used by Researchers
? Learning Objectives
? Sinister stereotypes
? Ways of knowing about the world
? Characteristics of science
? The Systematic Nature of Science: Scientific method
o Experimental Control
o The Public Nature of Science
o Replication in Science
o The Empirical Nature of Science
o Probabilistic Knowledge
? Ethical issues in research
? Junk science, pseudoscience and quackery
? Chapter Summary
? Learning Activities
Chapter 3: Crafting Scientific and Answerable Questions
? Learning Objectives
? Theories, problems, hypotheses and questions