A scholarly forum for guiding evidence-based practice in speech-language pathology.
We are pleased to introduce a new tool for your everyday decision-making - EBP Briefs. Designed to help bridge the "research to practice" gap, this impressive journal presents articles written by leaders in the field that answer some of the biggest questions relevant to your daily activities. Each volume contains the first four e-journal issues as well as two additional articles not available electronically. You'll want to purchase these complete, six-issue printed versions for your bookshelf and journal clubs!
Introductions from our Editors
Volume 3, encompasses briefs from 2008 and is edited by Dr. Chad Nye. Read the introduction by Dr. Nye. You can also read an introduction by Dr. Laura Justice, editor of Volumes 1 and 2.
Table of Contents Volume 1
Classroom-Based versus Pull-Out Language Intervention: An Examination of the Experimental Evidence
Anita S. McGinty and Laura M. Justice, University of Virginia
Evidence-Based Reviews of Cognitive Rehabilitation for Individuals With Traumatic Brain Injury: What Clinical Questions Do They Answer?
Mary R. T. Kennedy, University of Minnesota
Evidence-Based Vocabulary Instruction for Elementary Students via Storybook Reading
Carla J. Johnson and Erin Yeates, University of Toronto
Intervention for Preschool Children With Moderate-Severe Phonological Impairment
Sandra Laing Gillam, Utah State University; Alan G. Kamhi, University of North Carolina–Greensboro
Improving Communication for Children with Autism: Does Sign Language Work?
Jamie B. Schwartz and Chad Nye, University of Central Florida
Social Skills Intervention for Adolescents with Autism Spectrum Disorders: A Review of the Experimental Evidence
Sloane Burgess, Case Western Reserve University; Lyn S. Turkstra, University of Wisconsin
Table of Contents Volume 2
Self-Regulated Strategy Development for Written Expression: Is it Effective for Adolescents?
Laura Jacobson and Robert Reid, University of Nebraska - Lincoln
English Literacy Development for English Language Learners, Does Spanish Instruction Promote or Hinder?
Kelly M. Thomason and Brenda K. Gorman, Marquette University and Connie Summers, the University of Texas at Austin
Parent-Implemented Interactive Language Intervention: Can It Be Used Effectively?
Laura M. Justice and Khara Pence, University of Virginia
Evidence-Based Practice for School-Age Stuttering: Balancing Existing Research with Clinical Practice
J. Scott Yaruss, University of Pittsburgh and Kristin Pelczarski
Treatment for Teachers with Voice Disorders: An Evidence-Based Review
Mary Pannbacker, Louisiana State University, Health Sciences Center, and Sandra Hayes
Phonemic Awareness Instruction for Preschoolers: The Evidence for Pre-Phonemic Versus Phonemic Tasks
Teresa A. Ukrainetz, Univerisyt of Wyoming - Laramie
Table of Contents Volume 3
Making Informed Decisions about Literacy Intervention
in Schools: An Adolescent Literacy Example
Barbara J. Ehren, Ed.D., CCC-SLP
Professor and Director of the Doctoral Program
Department of Communication Sciences and Disorders
University of Central Florida, Orlando, FL
The Use of Phonics in the Teaching of Reading and Spelling
Greg Brooks
University of Sheffield, UK
Carole J. Torgerson and Jill Hall
University of York, UK
Finding, Analyzing, and Implementing a Phonemic Awareness
Intervention: Guidelines to a Decision-Making Process
Jamie B. Schwartz, PhD, Debbie Hahs-Vaughn, PhD,
Cheran Zadroga, MA, and Ana M. Rivera, MA
University of Central Florida
A Clinical Language/Literacy Decision: Evidence-Based Story Grammar Instruction
Kimberly A. Murza and Chad Nye
Department of Communication Sciences and Disorders
University of Central Florida, Orlando
Teaching Literacy Using a Multiple-Linguistic
Word-Study Spelling Approach: A Systematic Review
Julie Wolter
Utah State University
The Effects of Structured Writing Intervention for
Elementary Students With Special Needs: A Systematic Review
Angella Powell, MS and Julie J. Masterson, PhD
Missouri State University