Clinical Issues: EBP Tutorial #11: Critiquing EBP Assessment Measures It is not enough to seek (and grasp) the measures associated with assessment described in the previous tutorial (Hargrove, 2006); speech-language pathologists (SLPs) must also consider how the measures were derived. That is, SLPs must determine the validity of research that yielded the evidence-based practice (EBP) measures before deciding whether ... Tutorial
Tutorial  |   July 01, 2006
Clinical Issues: EBP Tutorial #11: Critiquing EBP Assessment Measures
Author Affiliations & Notes
  • Patricia Hargrove
    Department of Speech, Hearing, and Rehabilitation Services, Minnesota State University, Mankato, MN
Article Information
Research Issues, Methods & Evidence-Based Practice / Clinical Issues
Tutorial   |   July 01, 2006
Clinical Issues: EBP Tutorial #11: Critiquing EBP Assessment Measures
SIG 1 Perspectives on Language Learning and Education, July 2006, Vol. 13, 22-24. doi:10.1044/lle13.2.22
SIG 1 Perspectives on Language Learning and Education, July 2006, Vol. 13, 22-24. doi:10.1044/lle13.2.22
It is not enough to seek (and grasp) the measures associated with assessment described in the previous tutorial (Hargrove, 2006); speech-language pathologists (SLPs) must also consider how the measures were derived. That is, SLPs must determine the validity of research that yielded the evidence-based practice (EBP) measures before deciding whether to apply the test to their own clinical practice. During this critiquing phase, SLPs are tapping their own expertise, which, along with the best available evidence and family/client values, are the basic components of EBP.
Ideally, test developers provide evidence that supports their test’s effectiveness and freedom from systematic errors (i.e., bias) as well as describe the procedures used to derive the measures. The SLP’s role, then, is to determine whether the strategy for deriving the measures is acceptable. Typically, this can be accomplished using the techniques many of us learned to critique the research literature while working on our master’s degree. However, because EBP is a relatively new term to communication sciences and disorders (CSD), some may be wary of critiquing the research used to derive measures such as sensitivity, specificity, positive and negative predictive value, and positive and negative likelihood ratio.
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