Using Evidence-Based Practice Principles to Develop Innovative, Research-Based District Programs to Serve Children With Language Learning Difficulties The application of evidence-based practice (EBP) principles in school districts requires speech language pathologists (SLPs) to weigh a variety of factors while making case management decisions for individual children (Johnson, 2006). The same principles can be used to guide programmatic decisions at the district level and promote the development of ... Article
Article  |   March 01, 2007
Using Evidence-Based Practice Principles to Develop Innovative, Research-Based District Programs to Serve Children With Language Learning Difficulties
Author Affiliations & Notes
  • LaVae Hoffman
    Department of Communication Science and Disorders, University of Oklahoma Health Sciences Center, Oklahoma City, OK
Article Information
School-Based Settings / Language Disorders / Evidence-Based Practice
Article   |   March 01, 2007
Using Evidence-Based Practice Principles to Develop Innovative, Research-Based District Programs to Serve Children With Language Learning Difficulties
SIG 1 Perspectives on Language Learning and Education, March 2007, Vol. 14, 16-19. doi:10.1044/lle14.1.16
SIG 1 Perspectives on Language Learning and Education, March 2007, Vol. 14, 16-19. doi:10.1044/lle14.1.16
The application of evidence-based practice (EBP) principles in school districts requires speech language pathologists (SLPs) to weigh a variety of factors while making case management decisions for individual children (Johnson, 2006). The same principles can be used to guide programmatic decisions at the district level and promote the development of innovative, research-based intervention options that offer benefits to a variety of stakeholders beyond individual children with language learning difficulties and their parents, including classroom teachers, service delivery providers, and school administrators. The following hypothetical scenario illustrates how EBP principles could be used to guide programmatic decisions at a district level during the development of unique intervention programs that are designed to meet district needs in addition to individual child needs.
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