Sparklle EBP

Evidenced-Based Practices {EBP} combine clinical experiences, scientific evidence, and client and family needs in order to arrive at best practices in speech language pathology.  The following has been collected from various sources.  It is not meant to be exhaustive, nor always up to date.  This should not replace your own investigation of current research.  Rather, this page may serve as a starting point for further evidence regarding therapy techniques and strategies.  It will continue to evolve and will likely remain a work in progress!

General Links

ASHA's Introduction to EBP

Lingusystems Guide to EBP

SpeechBITE

What Works Clearinghouse

ASHAWire

Getting Started in EBP for Childhood Speech Language Disorders {article}

Ohio's Resources for School-Based SLPs compiled by Conrad, Jillson, & Sloan, 2009

Target Speech and Language Areas

AAC

ARTICULATION/PHONOLOGY

Best Practices for Articulation and Phonology {SLPath}

Apraxia:  PROMPT

Traditional Articulation Approach {Van Riper; research link via Caroline Bowen}

Motor Learning Approach {Skelton}

Phonological Cycles Approach {B. Hodson ASHA Leader Article & Elaine Paden; EBP Briefs}

Minimal Pairs {Gierut; Weiner, 1981}

Multiple Oppositions {Williams}

5-Minute Kids

COMPREHENSION/RECEPTIVE LANGUAGE

Stickwriting (Pictography) Approach {Ukrainetz article}

Pictorial Story Map {Idol & Crolle}

Paraphrasing {single case design}

Visualizing and Verbalizing {N. Bell}

Summarization & Main idea

Teach Story Grammar Explicitly {Marzano}

Compare & Contrast

Graphic Organizers

FLUENCY

FOLLOWING DIRECTIONS

Rehearsal with Visualization

Chunking {Super Duper Handy Handouts}

PRAGMATICS

EB Systematic Review of Treatment

Overview article

The National Autism Center's EBP and Autism in the Schools

Social Skills Interventions (a review of EBP)

Video Modeling {Nikopoulus & Keenan; article; tutorial}

Peer Group Entry {Beilinson & Olswang}

Peer Buddy Approach {Laushey & Heflin, 2000}

Peer Mediated Interventions Handout, includes literature review {OCALI, 2012}

Social Stories and Comic Strip Conversations {Gray}

Scripting and Fading {McClannahan & Krantz; Theimann & Goldstein, article}

Direct Instruction {Coe et al.; Chin & Bernard-Opitz; single case design}

Incidental Teaching {McGee et al.}

Cognitive Behavioral Approaches {Timler et al.; article}

Social Skills Groups {Barry et al.; systematic review}

National Center for Autism

SEMANTICS/VOCABULARY

Modeling + Modeling, Elicited, Feedback {Ellis-Weismer, Murray-Branch}

The LINCS Vocabulary Strategy {Ellis}  

Norms for Word Definition {Nippold}

Semantic & Phonemic Cues {Gray, 2005}

Pre-Teaching Vocabulary, Explicit Instruction, Implicit Instruction {National Reading Panel}

Context Clues {article review of 14 studies}

Graphic Organizers {What Works in Classroom Instruction, 2000}

Semantic Mapping {Kim, A., Vaughn, S, Wanzek, J., & Wei, S., 2004; Alt, M & Plante, E., 2006}

Semantic Feature Analysis {Boyle}

Compare & Contrast {Marzano}

Tiers of Vocabulary Instruction {Marzano}

SYNTAX/GRAMMAR

Clinical Forum

Recasts {Proctor-Williams, Fey, & Loeb, 2001; Nelson, Camarata, Welsh, Butkovsky, & Camarata, 1996}

Morphological Awareness Training

Focused Stimulation {Cleave & Fey, 1997}

Alternating Morpho-syntax/Phonological Cycles {Tyler, Lewis, Haskill, & Tolbert, 2003}

Modeling