Clinical Issues: One-on-One Early Intervention In this issue of Perspectives, our early intervention column addresses the topic of evidence-based practice (EBP). Juliann Woods, professor in the Department of Communication Sciences and Disorders at Florida State University, is our featured guest for this interview. She has been active in early intervention research and service delivery for ... Clinical Issues
Clinical Issues  |   March 01, 2005
Clinical Issues: One-on-One Early Intervention
Author Affiliations & Notes
  • Mona R. Griffer
    Communication Sciences and Disorders Department, Marywood University, Scranton, PA
Article Information
Special Populations / Early Identification & Intervention / Clinical Issues
Clinical Issues   |   March 01, 2005
Clinical Issues: One-on-One Early Intervention
SIG 1 Perspectives on Language Learning and Education, March 2005, Vol. 12, 22-23. doi:10.1044/lle12.1.22
SIG 1 Perspectives on Language Learning and Education, March 2005, Vol. 12, 22-23. doi:10.1044/lle12.1.22
In this issue of Perspectives, our early intervention column addresses the topic of evidence-based practice (EBP). Juliann Woods, professor in the Department of Communication Sciences and Disorders at Florida State University, is our featured guest for this interview. She has been active in early intervention research and service delivery for more than two decades. Juliann shares her perspective regarding how early intervention (EI) clinicians can get started with EBP or enhance their skills.
MG: What are the basic principles of EBP that EI clinicians need to be knowledgeable about?
JW: EI clinicians need the same knowledge of EBP that all clinicians do; research questions, control and manipulation of variables, levels of evidence, replications, and peer review. The basic principles are the same. Context is crucial in early intervention. Working in natural environments adds complexity to the collection and implementation of EBP.
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