Main description:

Like all health professionals, speech and language therapists(SLTs) need to keep themselves up-to-date with the researchevidence base that is relevant to their field of practice and beable to show how this contributes to their clinicaldecision-making. However, it is not always clear to practitionershow evidence-based practice (EBP) can be properly embedded in theirday-to-day activities. In this valuable book, Hazel Roddam andJemma Skeat present a wealth of instructive examples by SLTcontributors from around the world, showing how clinicians,educators, and researchers have risen to the EBP challenge. Embedding evidence-based practice in speech and languagetherapy showcases the creative ways that SLTs are developingknowledge and skills for EBP, creating contexts that support theuse of evidence in practice, and working towards making evidenceeasily accessible and usable. It includes real-life examples of howSLTs have encountered a clinical problem or situation and haveaccessed and used the evidence within their day-to-day practice.The contributors come from a wide range of work settings, fromservices situated within large organizations to those inindependent practice, and represent a range of clinical areas, frompaediatric to adult and across speech, language, voice, fluency,Augmentative and Alternative Communication (AAC), anddysphagia.
This book is written for an audience of clinical practitioners,at any stage of their career, and is additionally a valuableresource for SLT students and lecturers.

Contents:

List of contributors. Forewords. Professor Sheena Reilly, Australia. Professor Pam Enderby, United Kingdom. About the editors. Acknowledgements. Section One: Understanding EBP. 1 Purpose of this book (Hazel Roddam and JemmaSkeat). 2 What does EBP mean to speech and language therapists?(Hazel Roddam and Jemma Skeat). 3 What are the barriers to EBP in speech and language therapy?(Jemma Skeat and Hazel Roddam). Section Two: Developing knowledge and skills for EBP. 4 Teaching undergraduates to become critical and effectiveclinicians (Bea Spek, The Netherlands). 5 Promoting clinical effectiveness with postgraduate students(Paula Leslie and James L. Coyle, United States). 6 Clinical effectiveness: not just a journal club (SattyBoyes and Gina Sutcliffe, United Kingdom). 7 Using evidence-based practice in supervision (HannahCrawford, United Kingdom). 8 Meeting skill gaps and training needs (commentary on SectionTwo) (Hazel Roddam and Jemma Skeat). Section Three: Creating a supportive context for EBP. 9 The role of leadership in creating evidence-based services(Karen Davies, United Kingdom). 10 Supporting staff to balance caseload demands (Sean Pert,United Kingdom). 11 A model of clinician-researcher collaboration in a communitysetting (Parimala Raghavendra, Australia). 12 Valuing evidence-based practice in the clinical setting a showcase event (Sian E. Davies and Tracey C.Dean, United Kingdom). 13 Launching and sustaining an evidence-based highly specialistservice (Sheena Round and Sarah Beazley, UnitedKingdom). 14 Strategic approaches to promoting the value of EBP(commentary on Section Three) (Hazel Roddam and JemmaSkeat). Section Four: Making the evidence work for us. 15 The importance of listening to the views of clients(Pirkko Rautakoski, Finland). 16 Developing evidence-based clinical resources (RussellThomas Cross, United States). 17 Creating evidence-based policy to facilitate evidence-basedpractice (Angie Dobbrick, Australia). 18 Building and supporting a multi-stream clinicalevidence-based practice Network (Tracy Kelly, Rachel MilesKingma and Rachelle Robinson, Australia). 19 Equipping ourselves as evidence-based practitioners: toolsand resources for EBP (commentary on Section Four) (Jemma Skeatand Hazel Roddam). Section Five: Applying evidence to meet clinicalchallenges. 20 A community-based project in rural Sri Lanka (ShaliniFelicity Gomesz, Sri Lanka). 21 Supporting communicative participation for children withcomplex communication needs: how the evidence contributes to thejourney (Angela Guidera, Catherine Olsson and ParimalaRaghavendra, Australia). 22 Evidence-based diagnosis of speech, language and swallowingfollowing paediatric stroke (Angela Morgan, Australia). 23 Working with a dysfl uent three-year-old from a bilingualfamily (Patricia Oksenberg, France). 24 Supporting parents and teachers in managing autism: anexample of an evidence-informed model for assessment andintervention (Anneli Yliherva, Finland). 25 Communication therapy on the Stroke Care Unit (Daniel DeStefanis and Gracie Tomolo, Australia). 26 Working with psychogenic dysphonia (Beth Higginbottom andLinda House, United Kingdom). 27 Implementation of a free fl uid protocol in an aged carefacility (Amanda Scott and Leora Benjamin, Australia). 28 Prosody intervention for children (Christina Samuelsson,Sweden). 29 Supporting evidence-based practice for students on placement:making management decisions for two clients with Down Syndrome(Ruth Miller, United Kingdom). 30 Bridging the research clinical divide throughpostgraduate research training (Georgia D. Bertou,Greece). 31 Many roads lead to EBP (commentary on Section Five) (JemmaSkeat and Hazel Roddam). Section Six: Future directions for EBP in speech and languagetherapy. 32 Wider consultation on embedding EBP in SLT practice (HazelRoddam and Jemma Skeat). 33 The role of refl ective practice in supporting EBP (JemmaSkeat and Hazel Roddam). 34 Embedding EBP: future directions (Hazel Roddam and JemmaSkeat). Index.