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Evidence-Based Practice in Aphasia Treatment

presented by Janet Patterson

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Disclosure Statement:

Financial: Dr. Patterson receives compensation from MedBridge for this course. Dr. Patterson is employed by VA Northern California Health Care System.

Non-Financial: Dr. Patterson is a member of the executive board of the Academy of Communicative Disorders and Sciences.

Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.

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Accreditation Check:
Evidence-based practice (EBP) relates to how clinicians make assessment and treatment decisions with patients and families. EBP is taught in graduate programs in speech-language pathology. However, as students become practicing clinicians working in fast-paced, contemporary clinical environments, obstacles arise that may prevent consistent, active engagement in EBP. The intent of this course is to discuss EBP and practice-based evidence, provide a model for how to find evidence and determine its quality and relevance, and present suggestions for using the evidence to support good clinical decisions. Several readily available, easy to use tools for finding and evaluating evidence will be demonstrated. At the end of this course, the learner will have knowledge and skills that are readily transferable to clinical practice in any contemporary clinical speech-language pathology’s practice in hospitals, rehabilitation facilities, skilled nursing facilities, or home health care settings.

Meet Your Instructor

Janet Patterson, PhD, CCC-SLP

Janet Patterson, PhD, CCC-SLP, is Chief of the Audiology and Speech-Language Pathology Service at the VA in Northern California. Prior to that she held academic positions as faculty member, associate dean and department chair at California State University East Bay, Central Michigan University, and Michigan State University. With co-editor, Patrick Coppens, PhD, CCC-SLP, she published…

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Chapters & Learning Objectives

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1. Defining Evidence

Evidence appears in multiple forms and it is crucial that clinicians understand the types of evidence as well as information that is not considered evidence. This chapter defines various forms of evidence and gives examples of information that may be important, such as opinion, but which is not evidence.

2. Locating Evidence

Evidence appears in many forms, such as reports of original clinical research, synthesized research reports, practice-based evidence, and anecdotal evidence, all of which are readily available at libraries, professional repositories, and on the Internet. This chapter describes the locations of evidence, how to access those locations, and the types of evidence within them. It also reviews how to conduct as precise a search as possible to maximize results and minimize search time as well as potential factors impeding an efficient search.

3. Evaluating the Quality of the Evidence

Evidence has proliferated in its various forms. Not all evidence is of the highest quality or will give the user confidence in incorporating recommendations from evidence into clinical practice, and clinicians must be able to make a judgment about the evidence. Many systems exist to evaluate evidence; the challenge is to select the evaluation system that best matches the evidence. Several of these systems will be reviewed in this chapter and their application demonstrated.

4. Evidence-Based Practice and Practice-Based Evidence

The term evidence-based practice (EBP) is likely familiar to listeners, as it has been at the forefront of evidence evaluation for several years. The primary activity in EBP is gathering information from specific sources (e.g. relevant literature) for review. One might consider EBP a top-down process. In contrast, practice-based evidence (PBE) examines current clinical practice that utilizes rigorous research design principles to gather data about current practice, answer questions that arise from that practice, and subsequently inform future practice. This chapter will describe the principles of PBE and describe a few examples of application.

More Courses in this Series

Engaging Persons with Aphasia in Community Resources

Presented by Janet Patterson, PhD, CCC-SLP and Jacqueline Hinckley, PhD, CCC-SLP

Engaging Persons with Aphasia in Community Resources

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The value of participating in group activities to an individual’s psychosocial and physical well-being is clear from research evidence. This is the case both for persons without and with aphasia. Gaps exist between the evidence base and implementing participation activities from the perspectives of community groups welcoming a person with aphasia (PWA), determining the interest or willingness of a PWA to participate in a group, and the strategies available to a PWA or caregiver to translate the desire into reality. This course will present the evidence describing the value of group membership to PWA and, through a series of case examples, will discuss the challenges faced by clinicians, PWA, and caregivers in accessing, joining, and sustaining membership in community groups.

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How to Select the Best Therapy for Persons with Aphasia

Presented by Jacqueline Hinckley, PhD, CCC-SLP

How to Select the Best Therapy for Persons with Aphasia

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Many therapies exist for treating patients with aphasia. Following the World Health Organization Classification of Functioning, Disability, and Health, treatment strategies and techniques can be broadly classified into two groups: impairment-focused techniques and participation-focused techniques. Evidence exists to show that treatments in each group can facilitate improvement in the communication status and abilities of a person with aphasia. Because treatment techniques tend to be identified as impairment-focused techniques and participation-focused, clinicians tend to consider selection and application for treatment techniques as an “either-or” decision, which may not be the most efficient way to select treatment. In this course two models for selecting therapies will be discussed: the additive model in which therapies are often delivered in a sequential manner, and the integrative model in which therapy decisions are functionally guided from a top-down goal decomposition approach.

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Selecting Aphasia Treatment: Case Examples

Presented by Jacqueline Hinckley, PhD, CCC-SLP and Janet Patterson, PhD, CCC-SLP

Selecting Aphasia Treatment: Case Examples

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
The purpose of this course is to explore in detail the process by which a clinician selects a therapy based on treatment goals. We will do this by using three case examples of individuals with different types and severities of aphasia. The two presenters will also discuss each case in terms of impairment-focused and participation-focused treatment choices.

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