Tuesday August 22, 2017
Previous contributions to this blog have helpfully outlined the key factors to look for when making decisions about currently available interventions. In this post, I want to look at the bigger picture, and consider how basic research can inform our approach to intervention more generally.
Tuesday August 1, 2017
Being the parent of a teenager, I decided it was high time my increasingly independent son learnt the important life skill of First Aid (I’m a little obsessed by First Aid, I will get you into the recovery position before you’ve hit the floor in a faint). So, on Saturday I delivered and collected my dutiful son to 4 hours of emergency First Aid training, leading to him having some kind of ‘certification’ valid for 3 years.
Wednesday May 24, 2017
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.
Monday March 6, 2017
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?
Friday February 10, 2017
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.