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, this text strives to emphasize not only the ideas surrounding evidence-based practice but also how its principles can be applied in clinical practice. Special Features Include: * An exceptionally comprehensive structure and outline that covers experimental design, the nature of science, statistical methods, and evidence-based practice, taking students on an in-depth exploration of research models and practices. * A student-friendly style that approaches statistics using a conceptual point of view that emphasizes the proper selection of quantitative methods and their interpretation. * Learning objectives that outline the most important points of each chapter and serve to help students organize their thoughts before and after completing their reading assignments. * Learning activities in every chapter that allow students to apply and think critically about central concepts. * A comprehensive glossary of research terms designed for quick and easy reference to important concepts and definitions. * A chapter on how to seek grant support and how to design capstone projects emphasizing the practical applications of key concepts and lessons.
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
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).
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