Courtenay Norbury - “Narrowing the gap: what longitudinal studies tell us about intervention needs?”

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.
Written by Courtenay Norbury at 00:00

Theresa Redmond - How do you know if that training course you attended/delivered was actually any good?

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.
Written by Theresa Redmond at 00:00

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