Question 1

Compare and contrast two international policies or conventions relevant to the management of speech sound disorders in children.

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Question 2

The comment consistent with people first terminology is:

Accepted Answer

A)  child with a phonological impairment. 
B)  lisping child. 
C)  dyspraxic child. 
D)  dysarthric child.

Question 3

Review the code of ethics for the professional speech-language pathology association in your country, and discuss how the code would influence your conduct of either assessment or intervention with children with speech sound disorders.

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Question 4

What is the name of one law, policy, or position paper (either international or national) that influences the clinical management of children with speech sound disorders? How does this law influence clinical practice?

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Question 5

List and define each of the four principles of ethical practice.

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Question 6

The PICO element missing from the following question: "Is my current approach to intervention as efficient as the new approach I just read about for children with articulation impairment?" is:

Accepted Answer

A)  outcome. 
B)  patient. 
C)  comparison. 
D)  intervention.

Question 7

From the list below, the highest level of evidence is:

Accepted Answer

A)  well-designed correlational study. 
B)  well-designed single-case experimental design study. 
C)  well-designed quasi-experimental study. 
D)  well-designed control study without randomization.

Question 8

Ellie (SLP) would like to examine the internal clinical case-based evidence associated with providing multiple oppositions intervention to children with moderate-severe and severe phonological impairment in weekly sessions. To do this, she needs to:

Accepted Answer

A)  search for peer reviewed published studies on the outcomes of different models of service with multiple oppositions intervention. 
B)  critically evaluate the quality of the empirical evidence she finds on multiple oppositions intervention. 
C)  examine case-based data from her own clinical practice for the children she has worked with who received weekly multiple oppositions intervention. 
D)  examine the practice-based evidence gathered by the clinicians in her workplace focused on the outcomes achieved by children who have received weekly multiple oppositions intervention.

Question 9

Natalie (SLP) has been in private practice for 2 years. Of the following continuing education activities, the least helpful for Natalie would be:

Accepted Answer

A)  attending a convention relevant to speech-language pathology. 
B)  joining an evidence-based network of SLPs who read and discuss research evidence. 
C)  attending a workshop on speech sound disorders in children promoting an untested commercial intervention resource. 
D)  enlisting the support of an SLP mentor and observe the mentor conduct clinical practice.

Question 10

Arrange the following levels of evidence (based on ASHA, 2004) in order of credibility: 
A)Expert committee report, consensus conference, 
B)clinical experience of respected authorities; 
C)well-designed meta-analysis of > 1 randomized controlled trial; 
D)well-designed non-experimental studies, i.e., correlational and case studies; 
E)well-designed randomized controlled study; 
F)well-designed quasi-experimental study (including single-case experimental designs [SCED] such as multiple baseline design across participants or behaviors); 
G)well-designed controlled study without randomization.

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Question 11

What is the difference between evidence-based practice, empirically supported practice, and practice-based evidence?

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Question 12

In contrast with evidence-based practice (EBP) empirically-supported practice solely:

Accepted Answer

A)  relies on evidence from day-to-day clinical practice to support practice. 
B)  relies on good-quality peer-reviewed published research to support practice. 
C)  relies on evidence from clients and their families to support practice. 
D)  considers clinical expertise rather than published research to support practice.

Question 13

Which of the following assessment tools reflects Articles 12 and 13 of the United Nations Convention on the Rights of Children (UNCRC) (UNICEF, 1989), and supports SLPs to listen to the views of children in matters that concern them?

Accepted Answer

A)  Oral and Speech Motor Control Protocol (Robbins & Klee, 1987). 
B)  Speech Participation and Activity Assessment of Children (SPAA-
C)  (McLeod, 2004). 
C)  Nuffield Centre Dyspraxia Programme (Williams & Stephens, 2004). 
D)  Single Word Test of Consonant Clusters (McLeod, Hand, Rosenthal, & Hayes, 1994).

Question 14

When engaging in ethical practice, beneficence means:

Accepted Answer

A)  not making problem or situation worse. 
B)  respecting and supporting autonomous decisions. 
C)  doing good. 
D)  making the right decision in light of the proposed benefits, risks, and costs.

Question 15

Discuss two barriers that SLPs may encounter when trying to engage in evidence-based practice with children with speech sound disorders, and propose how those barriers might be addressed.

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Question 16

List the seven-steps of the process for engaging in evidence-based practice.

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Question 17

Describe the two parameters for evaluating published research evidence.

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Question 18

How might children with speech sound disorders and their families make fully informed preferences about intervention options for managing speech sound disorders?

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Question 19

Discuss the challenges associated with keeping up-to-date, and outline how, in their own private practice, SLPs could remain update-to-date with the latest research on assessment and intervention for children with speech sound disorder.

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Question 20

List two constituted review groups that provide summaries or syntheses of external evidence.

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Exam 15: Evidence-Based Practice in Practice