Caroline Bowen – “What makes good research evidence?”

In writing Making Sense of Interventions for Children with Developmental Disorders, Pamela Snow and I used word “scientific” 99 times, and “evidence” 333, so it is no surprise that Dorothy Bishop wrote in the Foreword that the stance of the book is scientific and evidence-based.
Written by Caroline Bowen at 00:00

Megan Dixon - 'A glossy brochure is nice, but is it enough for schools?'

You have looked at the data, examined the books, worked with the children and it has become apparent that you need an alternative approach. What to do?
Written by Megan Dixon at 00:00

Susan Ebbels - Within-participant designs as a way into intervention research for busy practitioners?

Professionals working in health and education are increasingly required to read, interpret and create evidence regarding the effectiveness of interventions. This requires a good understanding of the strengths and weaknesses of different intervention study designs. Databases such as What Works and SpeechBite help those interested in interventions for speech, language and communication to distinguish between different levels of evidence.
Written by Susan Ebbels at 00:00

Stephen Parsons and Anna Branagan - ‘I don’t have the time for evidence based practice’

Practitioners of all descriptions are busy people. Our jobs are full to the brim. There are so many pressures, and evidence based practice can sometimes feel like another thing to do. The demand for evidence based practice (EBP) has never been greater. A few years ago, schools never thought about outcomes of interventions. Now it is standard practice for a headteacher to ask, ‘what is the evidence base of that intervention?’
Written by Stephen Parsons, Anna Branagan at 00:00

James Noble - Are 'control group' studies the only game in town?

What makes good evidence? The quick answer to this question is to point you towards the various ‘standards of evidence’ that evaluators have developed to rate research in terms of quality and validity. Within these standards of evidence, a common theme is the importance of control or comparison groups where service users are compared to non-users (ideally selected randomly, like a drug trial).
Written by James Noble at 00:00

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