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This can be done either in written, audio, or video format. To choose audio or video, click the + sign below to add new comment. Then click on the ... to choose a particular feature. Make sure to comment on one other person's post within this section.

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This can be done either in written, audio, or video format. To choose audio or video, click the + sign below to add new comment. Then click on the ... to choose a particular feature. Make sure to comment on one other person's post within this section.

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This can be done either in written, audio, or video format. To choose audio or video, click the + sign below to add new comment. Then click on the ... to choose a particular feature. Make sure to comment on one other person's post within this section.

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The primary purpose of this study is to examine the impact of workplace factors on the use of evidence-based practices (EBPs) among speech-language pathologists who work with individuals with and ASD diagnosis. This study looked at the barriers at implementing EBPs into the workplace while taking into account the level of experience and specific style of work.

One hundred and five SLPs participated in the study who are currently working with children with ASD. In looking at the study, they examined the view of EBP among the SLPs working with individuals with ASD. 97% of participants agreed that implementing EBPs is necessary in their practice. The study also displayed that the use of EBPs places unreasonable demands on the SLPs in their job because it is not always a straightforward process when providing interventions to individuals with ASD. It appears that it would be beneficial for EBPs to be incorporated into the framework of the practice. Many SLPs have witnessed the effectiveness of using EBPs, however, there are barriers in implementing them into the workplace regardless of the setting.

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The article itself does not focus on the wide variety of evidence-based practices and their specifications. The article specifically focused on communication treatment, we know this as functional communication training. Communication interventions are a primary focus for SLPs. The participants in the study discussed common themes such as accountability, time, lack of research, and workplace support with evidence-based practices. Within the findings, a conclusion was determined that many SLPs are open and willing to use evidence-based practices with their clients with ASD if the barriers that impede on the implementation of EBPs are acknowledged and implementations is supported to provide the best treatment for their clients.

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Resource 1:

How Functional Communication Training is Used

https://www.youtube.com/watch?v=Zi8Ix2QIlRc&t=43s

This resource would be a good foundational knowledge for a speech-language pathologist to use when working with an individual with ASD. Functional Communication Training (FCT) is an evidence-based practice that many special education teachers and behavioral therapist use with individuals with ASD. Having this basic knowledge and understanding of communication can assist and support the speech language pathologist in planning a session with a child with ASD.

I would use this resource when collaborating with my clients speech teacher. Specifically in the IU classroom, I have a client whose SLP only has a basic understanding of autism. By showing her this video, we can then discuss what course of action may be best for him by both professional collaborating on the best form of functional communication for the client.

Resource 2:

Social Narratives

https://www.swwc.org/site/handlers/filedownload.ashx?moduleinstanceid=1667&dataid=6754&FileName=Social%20Narratives%20PPT%20Slides%20as%20Handout.pdf

Social narratives are simple stories that visually represent social situations and appropriate social behavior. SLPs working with children in a school setting may utilize these visual social situations to expose them to other’ perspectives. SLPs can use this tool in various ways in their session with a child who has the cognitive level to use social stories.

I would use this resource to provide as an evidence-based practice to a teacher or an SLP who I collaborate with on a case. By explaining what social stories are and their impacts on client with autism, I may be able to assist the SLP in forming a plan for the client in order for sessions to be more effective.

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The purpose of the study was to see how the factors of the workplace could affect evidenced based SLP with children with ASD. The SLPs in the study took an anonymous questionnaire that would help see the impact of the workplace on their implementation of evidence-based practices. This questionnaire had three sections that related to evidence-based practices. Section 1 was about the demographic of the individual's workplace. Section 2 was about the views the individual had about evidence-based practices. And section 3 was about their knowledge of evidence-based practices. The study discovered that there are things in the workplace that make it hard for SLPs to be able to implement the evidence-based practices effectively. However, a majority of SLPs agreed that evidence-based practices are helpful.

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This article just discusses EBPs as a whole and not any individual practice. It also does not have any results that would say the impact they have on the individual receiving the EBP. It did, however, focus on the SLPs and their views on EBPs. It was found through the study that almost all of the SLPs agreed that EBPs were something that was worth doing. However, the workplace made it hard for the SLPs to be able to implement them in a way that had no barriers

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https://www.iidc.indiana.edu/irca/articles/evidence-based-practices-for-effective-communication-and-social-intervention.html
This article is about EBPs and how they can help with communication. The article lists all of the different practices that could help with communication.  I think this would help because not one technique will help every client.  So, it is important to be able to try everything that could work. By having all of the different practices listed and described, it can make it a quick reference to understand how they work. At work, I currently do a lot of DTT and Naturalistic Language Strategies.

https://pecsusa.com/evidence-based-practices/
This is the PECs website. It also explains how they are an evidence-based practice.  PECs also links all of the articles they were in that help show they are an EBP. I think this is important because not every child is verbal and not every child has the ability to use an iPad/Tablet for a device. Also, sometimes the devices are expensive and then the apps that they use to communicate are also expensive on their own.  PECs are more affordable than both and it could even be a good stepping stone to being able to use a tablet if that is in the future. I currently have a client who is using PECs but we are starting to transition him to a device. Starting with the PECs helped to see if he would be able to scan all the photos and be able to accurately communicate his wants and needs.

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The purpose of this study was to look at the impact of workplace factors and how the effect evidence based practices among speech language pathologists who primarily work with individuals with ASD.

In this study, 105 speech pathologists across Australia were given an online questionnaire to fill out. This questionnaire asked the participants to explain their workplaces policies and how they impact EBP's. The results showed that the participants thought that EBS are necessary but they also do not make their jobs any easier. Speech pathologist have seen how effective they can be but that does not mean that there are not barriers to it. For example, one of these barriers is the amount of time that it might take an SLP to find valid and reliable research.

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In this particular article, specific evidence based practices are not discussed. This article focuses more on the impact of evidence based practices on speech pathologists specifically. The speech pathologist said that they know EBP have a great impact on individuals with ASD and can be very effective but they also have their draw back associated with them as well.

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https://autismpdc.fpg.unc.edu/evidence-based-practices

This resource explains EBP's and explains how they are utilized in student programing for students with ASD. I also really liked this resource because it gives you a list of commonly used EBP's. From this list, you can click on a specific EBP and it will give you more specific information about it. This resource will help aid me in my work with individuals with ASD by providing me with these ideas of evidence based practices that I might be able to use in the future. I also loved to see that some of the practice that I currently do daily in my emotional support classroom were listed on there.

https://www.youtube.com/watch?v=oDdVaX-2eoU

This resource goes into detail about more of the common EBP's that are used with a individual with ASD. It discusses ABA and TEACCH. She mentions how these interventions are more effective with younger children but she also provide examples of interventions that would be better for an older individual. This resource would aide me in my work with individuals with ASD because this resource is a great short video that can be shared with the parents of my possible future students. I would share this video if I was using one of the practices that she discusses. I would use this video because it provides enough information about the practice without overwhelming the listener.

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This article was about speech language pathologists (SLP) and how important it is that they develop evidence based practices (EBP) to help individuals with ASD. Because there is not one single treatment that works for everyone with ASD, SLPs need to make clinical and research based decisions to decide which EBP will work best for their clients with ASD. But, there is evidence that SLPs face barriers when it comes to engaging in EBP, like a lack of time to read important literature, or a lack of that literature. As a result a study was done consisting of 105 SLPs in regard to their thoughts on EBPs. 97% of participants agreed application of EBP was necessary in the field of SLP but only 23% said most SLPs work according to the principles of EBP when working with clients with ASD. The participants’ open ended responses revealed that although they believe in using EBP when working with clients with ASD the intervention is not always a straightforward process. The findings of this study indicated that although SLPs want to implement EBP when working with clients with ASD there are barriers they face and sometimes their workplace is creating those barriers. One of the hopes of this study was that certain workplace environments would become more aware and proactive of the fact that their SLPs should be using EBP to provide services to their clients, with ASD or without.

This article doesn’t so much address certain EBPs but it more so addresses how important it is to be using EBPs. It also doesn’t specifically say what impact they have when used with clients with autism but how big of an impact they could have if they were being used. A significant majority of SLPs believe using EBP could positively impact their practice with their clients, with ASD and without, but that sometimes the can’t effectively research and therefore cannot use EBP with their clients.

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This article was about speech language pathologists (SLP) and how important it is that they develop evidence based practices (EBP) to help individuals with ASD. Because there is not one single treatment that works for everyone with ASD, SLPs need to make clinical and research based decisions to decide which EBP will work best for their clients with ASD. But, there is evidence that SLPs face barriers when it comes to engaging in EBP, like a lack of time to read important literature, or a lack of that literature. As a result a study was done consisting of 105 SLPs in regard to their thoughts on EBPs. 97% of participants agreed application of EBP was necessary in the field of SLP but only 23% said most SLPs work according to the principles of EBP when working with clients with ASD. The participants’ open ended responses revealed that although they believe in using EBP when working with clients with ASD the intervention is not always a straightforward process. The findings of this study indicated that although SLPs want to implement EBP when working with clients with ASD there are barriers they face and sometimes their workplace is creating those barriers. One of the hopes of this study was that certain workplace environments would become more aware and proactive of the fact that their SLPs should be using EBP to provide services to their clients, with ASD or without.

This article doesn’t so much address certain EBPs but it more so addresses how important it is to be using EBPs. It also doesn’t specifically say what impact they have when used with clients with autism but how big of an impact they could have if they were being used. A significant majority of SLPs believe using EBP could positively impact their practice with their clients, with ASD and without, but that sometimes the can’t effectively research and therefore cannot use EBP with their clients.

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This article doesn’t so much address certain EBPs but it more so addresses how important it is to be using EBPs. It also doesn’t specifically say what impact they have when used with clients with autism but how big of an impact they could have if they were being used. A significant majority of SLPs believe using EBP could positively impact their practice with their clients, with ASD and without, but that sometimes the can’t effectively research and therefore cannot use EBP with their clients.

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https://apps.asha.org/EvidenceMaps/

This resource is really great for SLPs and teachers who work with students with ASD. This website is a “map” of research categorized by different diagnoses. The ASD tab gives over 400 articles on EBP that have anything to do with ASD. This resource is especially useful for SLPs but I also found this very useful just because of the amount of information it gives on ASD. With over 400 articles available to me there are so many different facets of ASD I have access too now. Since this is my first year in SpEd all this info is new to me so having these articles at my disposal for free is really helpful.

https://www.facebook.com/groups/clinicalresearchslps/

This resource is a Facebook group for clinical research for SLPs. This could be helpful because this is not only useful for tips on research but it’s also a nice community and a sort of support system for SLPs. I’m part of a few teaching Facebook groups and it’s really helpful to see the things some people are posting to get advice and sometimes just to see that I’m not alone in the things I’m experiencing. I could use this resource since I have many students in my caseload this year that receive speech services, since I have to include their speech goals in their IEPs this would help me to familiarize myself with some of the everyday things SLPs are doing with their clients, specifically those in a school setting.

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The article’s purpose was to explore Speech – Language Pathologists (SLP) who provide therapy for children who are diagnosed autism spectrum disorder (ASD) and their viewpoints of evidence-based practices (EBP) as well as a possible work related barriers in conjunction with adhering to EBP.

Current research notes that there is no single treatment that works well for all children who are diagnosed with ASD. Research in education is always changing and advancing, therefore making the knowledge greater to treat children with ASD among other diagnoses as well. This creates a daunting task to find appropriate and effective treatment methods for each child.

The researchers used in online format to gather input from approximate 105 SLPs across Australia. An anonymous online questionnaire, with 25 questions, was used  to examine the impact work- place policies and practices have on their application of EBP. 97% of participants

agreed of the high importance of using EBP in speech pathology treatment. However,  only 23% agreed that most speech-language pathologists work according to the principles of EBP when providing services to children with ASD. Additionally, 76% of the participants said they searched for research evidence on a regular basis.

In conclusion, the article implies the importance of using EBP in the field each pathology.

The synopsis of the questionnaire implies that many SLP’s use EBP but there are barriers that impede the inflammation of EBP (individuals world as workplace related).

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The article discusses what EBP is and the importance of EBP. As per the article, EBP involves the integration of the best available research evidence; best available evidence internal to clinical practice; and the individual preferences and priorities of fully informed stakeholders. There is no mention on what methods or practices that are used that impact children with ASD.

A major factor impacting on EBP identified by participants was time. Many SLPs noted that there is limited time to effectively implement EBP. Some participants suggested that more training in accessing evidence, conducting literature searches, and critically appraising articles could be provided in the workplace.

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https://youtu.be/2yRcDXFCjJo

The video’s purpose is to discuss promoting EBP for children with ASD. It is a 52 minute webinar that has a visual paired with the speaker. The article enforces the same topic about importance of EBP as well as how it can be difficult to implement due to work related issues as well as time constraints.

The resource aids my work as an EI SLP by looking into effective methods to use with a child with ASD. It is always important to keep up-to-date on the best practices to effectively implete therapy session that benefit the child.

https://pubmed.ncbi.nlm.nih.gov/29710283/

This study looks at EBP and intervention techniques used with children with AS by SLPs in the USA. The article supports that most SLPs use EBPs as well as could use more preprofessional training on use of evidence-based practices to treat ASD. Four common intervention techniques used with EBP is: Social Skill Training, Augmentative and Alternative Communication, Picture Exchange Communication System, and Social Stories.

The article will help my understanding on the best treatment techniques for a child’s communication. I often reflect when planning sessions and treatment plans for my students. The article is a great reference tool when making those decisions.

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Since this article discusses that SPL's don't really have the time they wish they did to research EBP's, PECS is a great EBP that is fast and easy for SPL's to navigate, learn, and utilize with clients on the spectrum. PECS is a picture exchange communication system that students can use to communicate. Student has a picture and in exchange gets that item/action. Eventually student can utilize a communication PECS board to form picture sentences.

https://raisingchildren.net.au/autism/therapies-guide/video-modelling

Another EBP resource that would be beneficial to SPL's is video modeling. Video modeling is where you record and play back the specific skill or behavior you are working on with the client. I've used this with students who are working on echoics and they can say "cookie" perfectly clear the first time and tend to fade the beginning or ending sounds. We record them saying it the right way so they can see where their lips and tongue are and how it sounds and that they have done it successfully before. Video modeling has been very beneficial for my students on the spectrum for the repetitiveness it provides and ability to errorless teach a skill.

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Developed by Andy Bondy, PhD & Lori Frost, MS, CCC-SLP

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Article 1: The Impact of Workplace Factors on EB SLP Practice for Children with ASD..

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Article 1: The Impact of Workplace Factors on EB SLP Practice for Children with ASD..

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The purpose of this article was to talk about the EBP and application if any in a workplace environments, individual practice or organization. This article made some great viewpoints on those SLP's who work with children on the spectrum. I fortunately did my undergraduate in Speech and Hearing Communication Disorders. I am thankful I have because this helped me to understand the article in many different views.
SLPs are required according to becoming a certified speech pathologist to understand EBPs. Just like in our field EBP shows us what other professionals have used for interventions and we can then apply them to our clients. I remember having to take some pretty detailed classes that explained why EBP is crucial to be used. EBP is how through research of the do's and don'ts of speech interventions per say. I know that working with children with ASD they most times have speech therapists working along side of the IEP teams. I was required to take a psyh of stats class, ethics class and evidence based practice classes. All of these classes have helped me to understand how to research interventions that would be used when working with clients.
I agree with the SLPs stating that they do not have time or funding to continue to research different interventions. It is very lengthy depending on what type of case we are trying to find interventions previously used for our clients. I know from undergraduate classes that trainings for SLPs are very expensive. I agree with the article stating that SLPs would like to have access to university libraries and to have memberships to directories like ASHA (American Speech and Hearing Association) cost money that is not so cheap. It is crucial that even for SLPs and those of us becoming BCBAs need to have access to research.
This article opened up my eyes to looking at how will I apply EBP's research studies when I am certified to use my skills to help those with ASD have interventions that is useful for their needs. Do we have access to programs after we are done with our degree is what I was thinking? We use EBP just like the SLPs do.

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Article 1: Study and Purpose (Jerry Barney)

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Article 1: Study and Purpose (Jerry Barney)

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This article had looked at the use and importance of evidence based practices used by speech language pathologists. Throughout the article, it discusses the use of evidence based practices within the workplace while analyzing the questionnaires used with the participants. Through these questionnaires that were given out to the participants, it collected data regarding what is stopping workers from properly using and engaging in evidence based practices. To complete this research, the article looked at data collected from pathologists registered with Speech Pathology Australia, in which, 105 were selected to understand what may be prohibiting workers from using evidence based practices in their own line of work. The specific questionnaires that were sent out had the participants examine the impact of workplace politics and practices on their use of evidence based practices and had included three different sections to properly collect effective data.

The first aim of this study was to properly understand the workers views on evidence based practices they use when working with child with ASD. With these results, it was shown that 97% of participants had agreed that the application of evidence based practices were necessary in their line of work. However, it was also stated that because some research journals were not readily available (either because they couldn't purchase them theirselves due to the high price or because they thought their workplace lacked the official funding needed) and that there is not enough time to properly read those journals and that workplaces demand too much importance over work with the client rather than researching effective strategies needed to help those clients. Overall, this article had showcased barriers that hinder workers from being able to properly used evidence based practices within the workplace for many reasons. The reasons listed are in desperate need of a change to ensure workers are in full control of learning needed material to help their clients. The article also states that the findings will hopefully help workplaces become more aware and pro-active in helping to make evidence based practices material more available for their workers.

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This article, while it discusses the importance of using evidence based practices, it does not fully lock on specific types that need to be used. However, it paid more attention to identifying why workers believe it is important and what is stopping them from being readily knowledgable. This article had given the speech pathologists the chance to properly communicate their concerns regarding the lack of funding their workplace has for providing research and use of evidence based practices with their clients. One important thing this article does mentions regarding the use of evidence based practices is that the speech pathologists support and value evidence based practices, however, it is not always a straightforward process and that each client will require different strategies. With this, and the lack of research available, they are not able to use those different strategies because it is not available to them. This is a huge concern noted throughout the entire article and something that will hopefully change in various workplaces so workers are prepared and more knowledgeable on their line of work. This article also does go into details with the four different themes that emerged from the results of the participants. These four themes are: workplace culture and support, time, cost of EBP, and availability and accessibility of EBP resources. Again, while this article doesn't focus on just one or more uses of evidence based practices, it does provide helpful insights on how impactful EBPs can be for their clients with ASD. Regarding theme three, cost of EBP, some participants had advocated for reduced costs for professional development activities that would allow them to practice and use various other EBPs within the workplace. Due to the high cost of some articles/journals, it is not possible for workers to engage with EBPs. I believe that this article had done a great job at showcasing how some workplaces are not able to properly prepare their workers and that a lot of outside research is required to feel prepared for the job. I also believe this is something that needs changed because a job should fully provide everything necessary and that the worker shouldn't feel obligated to do it on their own time. EBPs are vital to ensuring a client with ASD is making progress. With more studies like this, hopefully we eventually see a change.

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Article 1: Outside Resources (Jerry Barney)

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Article 1: Outside Resources (Jerry Barney)

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Resource 1: "How To Tell If Speech Pathology Materials Are EBP" Article/Video

Link: https://drkarenspeech.com/how-to-tell-if-speech-pathology-materials-are-ebp/

Explanation: While I was reading this article, one question that I did wonder was how to properly identify that a resource is evidence based. For some reason, I have never given this much thought and assumed, like most people, that the product I am using to help my clients is proven to be effective. This video does a great job at being able to identify if a resource is evidence based. I believe, especially for speech pathologists (which the article is centered around), being provided this knowledge can further help collect products that are best used.

For how I would potentially using this resource with working with individuals with ASD, I would be able to properly give more thought into a product before I use it. The video also mentions that it is how you use a product is what makes it evidence based. She mentions the use of flash cards (which are not evidence based) but it is how you use them and the subject of the flash cards to help that specific individual. Because of the knowledge provided, I can put more thought into selecting a workbook or activity to use with my client. This will then ensure that my client will develop and learn skills through the activity that have been proven to work.

Resource 2: The 27 Evidence-Based Practices (and What They Mean)

Link: https://behavioruniversity.com/index.php?route=blog/article&article_id=9

Explanation: When we are talking about selecting EBPs, it can be hard to remember each EBP along with figuring out which one is best used. This second article I came across does a great job with providing the 27 evidence based practices along with a brief definition for them. For someone who may be new to this field and may need some additional help, this article does a great job in providing insight for that specific worker.

One thing that this article mentioned was how not every EBP will work for every client. This is an important idea to understand and to help branch out in using different strategies to see what works and what doesn't. As a BHT who uses these practices, I believe I can even gain some insight on these strategies. This article includes the use of modeling and video modeling. I believe both of these practices are some of the most useful as visuals with individuals with ASD help more effectively than a text or just discussing it. With video modeling, we are able to show the individual a desired skill or behavior and then use modeling to showcase in real time how that behavior should be used and why it is important. I also think this article would be useful because towards the end, it briefly discusses which types of strategies pair well together which I also think is important to know to ensure strategies that are used together actually compliment each other and not confused the individual or the worker themselves.

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The purpose of this article was to investigate the impact of workplace factors on evidence-based (EBPs) speech-language pathologists (SLPs) who work with individuals with ASD. The study explored the clinicians perspectives, classifying workplace elements, and surveyed whether or not SLPs workplace circumstances differed based on the type of workplace or their years of experience.

105 SLPs across Australia participated in this study and a bulk of them agreed that EBPs are necessary for working with individuals with ASD. However, there are barriers not only in consideration to the individual, but also in the workplace. The barriers included time needed to review enough literature to make an accurate decision, the cost of EBPs, EBP's not being a part of the job description in order for people in use them effectively, and the availability and accessibility of EBP resources.

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This article did not discuss any individual practice regarding EBPs, but using them as a whole. It was noted that 98% of SLPs believed research to be important for professional practice, although the integration of clinical proficiency and patient inclination was not discussed.

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https://special-learning.com/article/extinction-in-aba/

This article describes the use of extinction for problem behaviors. I like that they included a comment that this can be used for those with ASD and without, for I use it with my partner often. Extinction is one of the larger interventions I've used with my clients such inappropriate language or screaming to get my attention.

https://online.regiscollege.edu/blog/task-analysis/

This article explains the EBP of a task analysis. It explains the importance of when implemented, one needs to be consistent, the task analysis should be individualized, and there should be systematic instruction. I enjoy utilizing a task analysis for some one my clients because it also can be used with discrete trial instruction. I have used a variety of these in my clinic such as getting dressed, making food in a microwave, and brushing ones teeth.

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Autism Spectrum Disorder (ASD) is defined by the American Psychiatric Foundation as "a complex developmental condition that involves persistent challenges in social interaction, speech and nonverbal communication, and restricted/repetitive behaviors." There is a wide range of effects and severity of symptoms experienced by people who are diagnosed with ASD.

The U.S. Centers for Disease Control and Prevention estimates that autism spectrum disorders are present in 1 in 59 children. ASD is about four times as prevalent in boys than in girls, with 1 in 37 boys diagnosed as having ASD, compared to 1 in 151 girls.

The most popular treatment for children with autism spectrum disorder is applied behavior analysis (ABA), which the Association for Science in Autism Treatment describes as the use of interventions to improve "socially important behavior." Behavior analytic interventions are based on learning theory and methods that have been studied scientifically and shown to be effective in improving the lives of people with autism spectrum disorders.

The antecedent-behavior-consequence (ABC) method of assessing functional behavior can be combined with an intervention such as task analysis as the basis for effective interventions in children with autism spectrum disorder. These types of assessments and interventions work to "increase appropriate skills and decreas[e] maladaptive behaviors," as Psych Central reports. The goal of a task analysis is to break down and simplify complex tasks in order to provide step-by-step guidance on how to complete specific behaviors. This guide describes several specific task analysis techniques and presents examples of their application in diverse settings.

What Is Task Analysis?

The National Professional Development Center on Autism Spectrum Disorders defines task analysis as a teaching process that breaks down complex activities into a series of simple steps that students are able to learn more easily. Researchers have shown that task analysis meets the criteria for evidence-based practice by improving adoption of "appropriate behaviors and communication skills" by children in preschool, elementary school, and middle school.

Task analysis techniques fall into two broad categories, as the Autism Classroom blog explains:

The desired skill can be broken into discrete steps that are performed in sequence, such as the appropriate way to wash one's hands. The steps are linked via "chaining," which signals the completion of each step as a cue to begin the next step.

Alternatively, a task can be divided into short chunks of time, so a 20-minute activity may be broken into five four-minute segments. This approach is frequently associated with "shaping," which teaches new behaviors by reinforcing "successive approximations" of the behavior rather than repeating previous approximations, as the Association for Science in Autism Treatment explains.

However, a simple definition of what task analysis is doesn't explain why the approach has become so important in educating children with ASD. Three characteristics are vital to the success of task analysis as a teaching method:

Consistency: If three different people demonstrate to a student how to perform a specific activity, such as brushing teeth, the student will likely be shown three different methods, because each "teacher" performs the activity in a unique way. This can leave the student confused. Task analysis ensures that a single approach is presented and reinforced in all learning situations.

Individualization: Each student has unique strengths and weaknesses, so task analysis methods can be customized to meet the student's specific circumstances. For example, when teaching a student to remain in a group for 20 minutes via shaping, the task increments can be varied to the abilities of the student, with some responding best to two-minute chunks and others to five-minute blocks.

Systematic instruction: One challenge students with ASD face is dealing with the many variables that complicate learning. Task analysis relies on "discrete trial programs" that divide activities into small steps that culminate in the end goal. For example, students who have learned four of the eight steps entailed in tying their shoes have successfully mastered those four steps, although they have not yet achieved the end goal.

The task analysis technique of chaining has two primary components, as ThoughtCo. explains:

Forward chaining relies on the student learning from the start of the task sequence through each step of the task in sequence, so step two begins only after step one is completed. Each step is first modeled by the instructor and then imitated by the student, although some students will require hand-over-hand prompting followed by "fading" of the prompt as the student exhibits increasing mastery of the step.

Backward chaining begins by teaching the student the last step of the task, first by having the student observe the teacher and then by having the student assist the teacher. After the last step has been grasped (though not yet perfected), the instructor turns to the second-to-last step of the process and continues backward to the initial steps. An example is learning to do laundry: the student is first taught how to remove the clothes from the dryer and fold them, then how to transfer the clothes from the washer to the dryer, and all preceding steps in the process one-by-one in reverse order.

Other effective task analysis techniques include these two approaches:

Discrete trial instruction: The teacher gives the student a short, clear instruction and provides a prompt to help the student complete the instruction, whether by modeling the target response or guiding the student's own response. As the student progresses, the prompt is removed gradually. When the student responds accurately, the teacher offers immediate positive feedback; when the student's response is incorrect, the teacher demonstrates or guides the student to perform the correct response.

Modeling: The student is shown the target behavior and is then instructed to imitate that behavior. Modeling has proven effective in teaching social, play, and self-help skills.

What Is the Purpose of Task Analysis?

The goal of applied behavior analysis is to help people with ASD learn the fundamental skills that will allow them to lead independent lives. Task analysis is one of several methods used by applied behavior analysts to understand and modify a person's behavior.

The Autism Classroom describes task analysis as both "unexciting" and "critical to systematic instruction." The advantages of task analysis over other ABA approaches are explained by Autism Speaks:

Task analysis is easy to adapt to the needs of each individual learner.

The techniques can be applied in multiple settings, including classrooms, homes, and the community.

The skills taught via task analysis are practical in the student's everyday life.

Task analysis can be used in one-on-one instruction and in group settings.

When preparing an ABA program for a student, applied behavior analysts begin by assessing the student's skills, as well as the goals and preferences of the student and the student's family. Age appropriate skills evaluated in the initial assessment serve as the foundation for the student's specific treatment goals. These skills include the following:

Communication and language skills

Social interaction

Self-help (hygiene, healthy living, etc.)

Play and relaxation activities

Motor skills

Academic skills

The primary use of task analysis in ABA settings is to teach activities for daily living (ADLs), as Total Spectrum explains. ADLs are actions that most people complete on a daily basis, such as setting a table for dinner or purchasing an item and asking for change. For people with autism spectrum disorder, however, these skills are especially important as these types of activities serve as the foundation for their independence.

Individuals with autism spectrum disorder gain a better understanding of basic living skills by focusing on the mastery of individual steps in a complex process. Task analysis can be applied to any process that can be broken into multiple steps. Once the steps have been identified and the directions created, instructors devise a learning plan that is customized to the needs and goals of the student. The instruction often relies heavily on visual support tools, such as cards, small replicas of objects, or the objects themselves.

In addition to helping the student with autism spectrum disorder, task analysis can improve the quality of life for all family members. Strong skills in communication, interpersonal relations, and social interactions help enable people with ASD to lead successful, independent lives. Autism Speaks outlines the purpose of task analysis and the many ways task analysis and other ABA approaches benefit individuals with ASD, their families, and their communities:

Task analysis replaces problem behaviors with new skills, so students learn "what to do" rather than simply "what to stop doing."

Reinforcement increases on-task positive behaviors and minimizes negative behaviors.

Tasks that teach self-monitoring and self-control engender skills that are easily transferred to social and job-related capabilities.

Responding positively to a student's behavior prevents unintentionally rewarding problem behavior.

Students are better able to focus on and comply with specific tasks, which motivates them to perform.

By improving cognitive skills, the tasks make it easier for students to learn other academic subjects.

Learning appropriate behaviors in specific situations helps students generalize skills and apply them outside the classroom.

Demonstrating the Task Analysis for Brushing Teeth

Teeth brushing is a daily routine for dental hygiene that most adults perform with little conscious thought, but it is an example of an activity that can be challenging for children with autism spectrum disorder. Behavioral Health Works describes the task analysis for brushing teeth. The teaching begins by reinforcing the reason for the activity: to have clean, healthy teeth.

The next steps may seem intuitive to adults, but the process can be formidable for children who have never brushed their teeth themselves and may fear the sensory components of teeth brushing or making a mistake. By dividing the task into a sequence of discrete actions, children are more confident that they can perform each subtask correctly. Task analysis has been shown to teach these types of skills much more quickly than alternative instruction methods.

Few adults would guess that the relatively simple act of brushing one's teeth is comprised of at least 18 separate operations:

1. Pick up the toothbrush.

2. Turn on the water tap.

3. Wash and rinse the toothbrush.

4. Turn off the water.

5. Pick up the toothpaste tube.

6. Remove the cap from the tube.

7. Place a dab of toothpaste on the bristles of the toothbrush.

8. Put the cap back on the tube of toothpaste.

9. Use the bristle end of the brush to scrub all of the teeth gently. (This step may need to be broken into several subtasks, such as, "Start brushing the teeth in the top left corner of your mouth, then brush the top center, then the top right, then the bottom right," etc.)

10. After brushing all the teeth, spit the toothpaste into the sink.

11. Turn on the water.

12. Rinse off the toothbrush.

13. Place the toothbrush back into its holder.

14. Pick up a rinsing cup.

15. Fill it partially with water.

16. Turn off the water.

17. Rinse the mouth with water from the cup.

18. Spit the water into the sink.

By breaking down the task into smaller activities, students are less likely to feel overwhelmed by the overall objective. However, students with ASD will likely need to master one or two of the steps at a time and then link the separate activities using either forward chaining or backward chaining, as ThoughtCo. describes:

For students who are able to learn multiple steps at one time, forward chaining can be used to link the steps in the proper sequence via modeling and verbal prompts. Once the student demonstrates mastery of the first few linked steps without guidance, the next linked steps of the task can be taught.

For students who lack strong language skills, backward chaining allows the teacher to perform the initial steps hand over hand while naming each step. This gives the student an opportunity to practice each step while simultaneously learning the corresponding vocabulary. Prompting is removed as the last steps of the process are taught, but reinforcement continues until the student has mastered the entire task.

The task analysis for brushing teeth can be facilitated by creating a visual schedule that indicates when the student has completed each step. The student can review the visual schedule before beginning the task, or the schedule can be placed on the counter so the student can refer to it as each step is performed.

Demonstrating the Task Analysis for Washing Hands

One of the simplest and most effective ways to prevent illness - in oneself and in others - is by washing one's hands. The CDC recommends that people wash their hands frequently each day:

Before and after preparing food

Before eating

Before and after treating a cut or wound

After using the bathroom

After blowing the nose, coughing, or sneezing

After touching an animal, animal feed, or animal waste

After handling pet food or pet treats

After touching garbage

The CDC divides hand washing into five separate operations:

1. Wet the hands with clean running water, turn off the tap, and apply soap.

2. Rub the hands together with the soap to create a lather that covers the front and back of the hands and goes between the fingers and under the fingernails.

3. Scrub the hands for a minimum of 20 seconds.

4. Thoroughly rinse the hands under clean running water and then turn off the tap.

5. Dry the hands using a clean towel or air dryer.

However, the task analysis for washing hands breaks down the process into several more discrete steps, as the New Behavioral Network describes:

1. Stand in front of the sink.

2. Turn on the water tap.

3. Run the water over the hands thoroughly.

4. Apply soap to the hands.

5. Turn off the water.

6. Scrub the hands for 20 seconds.

7. Turn the water back on.

8. Rinse the soap off the hands thoroughly.

9. Turn off the water.

10. Dry the hands.

As with the task analysis for teeth brushing, breaking down the complexities of such basic hygiene tasks into smaller pieces helps individuals with autism spectrum disorder to build a chain of learning that completes the overall task when the separate steps are linked together. The forward and backward chaining taught as part of these exercises can be transferred to other social and employment situations.

A Look at Other Task Analysis Examples

The range of applications for task analysis in ABA therapy is limited only by the imagination of teachers and the needs of students.

Accessible ABA highlights the many ways chaining can be combined with task analysis to teach students with autism spectrum disorder using the methods that are most effective for the way these students learn. A task analysis example demonstrating the versatility of this approach is learning how to put on a pair of pants, which may include steps for sliding each foot into each pant leg one at a time, pulling the pants up, and buttoning and zipping them.

Think Psych offers the task analysis example of teaching students with autism spectrum disorder how to eat yogurt, steps for which include opening the refrigerator, taking the yogurt container out, removing the lid of the container, retrieving a spoon from the utensil drawer, using the spoon to eat the yogurt, throwing the empty yogurt container in the trash, and placing the dirty spoon in the dishwasher.

The Autism Community in Action explains how to use task analysis to teach a student with autism spectrum disorder how to fold a towel, which starts by laying the towel flat on a table, taking the top corners of the towel in each hand, bringing the top edge down to the bottom edge, bringing the left edge of the towel to the right edge, smoothing the towel flat, and placing the folded towel in a basket or closet.

ThoughtCo. provides an example of task analysis with backward chaining to help a student learn how to do laundry. The instruction begins when the load of laundry is completed: The student begins by removing the laundry from the dryer and folding it, and after this step is mastered, the student is shown how to set the dryer and push the start button. The instruction works backward step-by-step through the washing and drying process, culminating with lessons on how to sort the dirty laundry and load it into the washer.

Preparing for a Satisfying Career in ABA Therapy

Task analysis and other ABA techniques are part of a comprehensive evidence-based practice that teaches students with autism spectrum disorder the life skills they will need to live independently. Visual presentation approaches and breaking down complex tasks into a series of simple steps are keys to helping children with ASD process information quickly and simply.

Graduate programs such as Regis College's online Master of Science in Applied Behavior Analysis prepare students who are starting their careers or looking to advance in their field. Among the career options available to MS-ABA graduates are ABA training coordinator, clinical supervisor, and clinical director. Graduates often work at outpatient care centers or government agencies, or in private practice.

Learn More About ABA Therapy Strategies

Discover more about how Regis College's online Master of Science in Applied Behavior Analysis degree program helps address the growing need for health professionals trained in task analysis and other ABA methods that help students with autism learn the skills they will need to lead independent lives.
Recommended Readings What Is Autism Spectrum Disorder and What Should Parents and Educators Know? Strategies in Behavior Therapy: Creating a Behavior Assessment Exploring ABA Techniques and Their Role in Treatment Sources: Accessible ABA, "Use Chaining and Task Analysis to Help Your Child with Autism" American Psychiatric Association, "What Is Autism Spectrum Disorder?" Association for Science in Autism Treatment, Applied Behavior Analysis (ABA) Association for Science in Autism Treatment, Behavior Chaining Association for Science in Autism Treatment, Discrete Trial Instruction Association for Science in Autism Treatment, Modeling Association for Science in Autism Treatment, Shaping Association for Science in Autism Treatment, "Teaching Procedures Using Principles of Applied Behavior Analysis" Association for Science in Autism Treatment, Verbal Behavior/Applied Verbal Behavior Autism Classroom, "What You Need to Know About Task Analysis and Why You Should Use It" The Autism Community in Action Autism Grown Up, "Task Analysis as an Evidence-Based Practice" Autism Speaks Autism Speaks, Autism Facts and Figures Autism Speaks, What Is Applied Behavior Analysis? Behavioral Health Works BetterHelp, "Understanding the Antecedent Behavior Consequence Model" Indian Journal of Psychological Medicine National Professional Development Center on Autism Spectrum Disorders New Behavioral Network, Washing Your Hands - Task Analysis Psych Central, "ABC's of Behavior (Antecedent-Behavior-Consequence)" Psych Central, "Shaping, Chaining & Task Analysis with an Example from Everyday Life" Research Autism, Applied Behaviour Analysis and Autism ThinkPsych, Free Resource: Task Analysis Sheet ThinkPsych, Task Analysis for Getting Dressed and Hygiene ThoughtCo., "Chaining Forward and Chaining Backwards" ThoughtCo., "Teaching the Functional Skill of Tooth Brushing" Total Spectrum, Task Analysis of ADL's and Multi-Step Directions U.S. Centers for Disease Control and Prevention, Data & Statistics on Autism Spectrum Disorder U.S. Centers for Disease Control and Prevention, When and How to Wash Your Hands , "Evidence-Based Practice Brief: Task Analysis" , "Comprehensive Management of Autism: Current Evidence" , "Using a Task Analysis to Teach a Child to Brush Their Teeth" , "Applied Behavior Analysis: A Parent's Guide" , "Developing Lifeskills: How to Teach a Skill"

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Task Analysis in ABA Therapy: Strategies and Examples - Regis College Online

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Autism Spectrum Disorder (ASD) is defined by the American Psychiatric Foundation as "a complex developmental condition that involves persistent challenges in social interaction, speech and nonverbal communication, and restricted/repetitive behaviors." There is a wide range of effects and severity of symptoms experienced by people who are diagnosed with ASD. The U.S.

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The purpose of this study was to examine the impact the workplace has on a SLP who implement EBP's while working with children who have ASD. They wanted to further examine workplace factors like accessibility, work experience, support and culture.

The study implemented a questionnaire style approach which questioned 105 SLP who work with children with autism. The questionnaire was anonymous and asked questions  on how/if different workplace factors impact their ability to implement EBP.

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This article does not discuss any EBPs directly, more so a summary of EBPs altogether. More so, focuses on SLP and their use, opinion, etc of EBPs. It does focus on the pros and cons that SLP have may had while using EBPs.

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https://speechpathologymastersprograms.com/resources/evidence-based-practice/
The above site talks about how EBP are important with speech services because they provide informed treatment. It also shows if and how, or when a specific treatment has been used before. This could be useful in my field for me, a SLP or any other teacher if they are trying to design/decide on any type of intervention strategy.
https://www.asha.org/research/ebp/
I loved this second resource because it gives you multiple and different resources all in one. Because this site is so diverse in what it offers, it can really benefit anyone in the field or parents.

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Evidence-based practice speech pathology uses scientific research, trials, conclusions and recommendations to inform patient treatment. SLP evidence-based practice is important because it ensures clients are receiving informed treatment that is more likely to be effective because it has been tested and examined using scientific methods. This guide to SLP evidence-based practice explains the parameters of evidence-based practice, why it's important and how SLPs can use it to provide more effective treatment.

What is Evidence-Based Practice (EBP)?

What does evidence-based mean? The American Speech-Language-Hearing Association (ASHA) states evidence-based practice is "the integration of research evidence with practitioner expertise and client preferences and values into the process of making clinical decisions." These are skills that students may begin learning as speech pathology master's students in speech pathology school, if not before. Highlighted in the evidence-based case practice definition are three important considerations clinicians should make when selecting treatments for patients.

After becoming a speech pathologist, SLPs have a responsibility to provide sound treatment to clients. EBP helps ensure they do this.

What is Evidence-Based Research?

Evidence-based research is using prior studies and research to inform subsequent research studies. By examining existing evidence about the subject a researcher wants to study, the researcher can save time and resources and ensure the new research is informed and conducted ethically. As new research is conducted, it should be interpreted using prior research results to optimize conclusions.

Evidence-based research informs EBP by giving speech pathologists relevant information that applies to their clients and practice. As speech pathology researchers accumulate more information to inform practice, these conclusions can make speech pathology EBP in a variety of speech pathology specialty careers more effective.

SLP Evidence-Based Practice Examples

EBP in speech pathology should be used from evaluation to the creation of individualized treatment plans. Evidence-based care means the client is getting the best level of treatment based on scientific research.

Here's an example of speech therapy evidence-based practice. A speech therapist works in a hospital and encounters a client who has had a stroke and is experiencing speech problems. Using SLP evidence-based practice in health care, the speech therapist would use the details of the stroke to research how that incident contributed to speech issues and what treatments are warranted. Looking at examples of evidence-based practice with stroke victims, the SLP would devise a treatment plan that is more likely to be effective.

Another example of SLP evidence-based practice is a speech therapist who is working with a child in a school who has autism, which has affected their language development. The speech therapist would research studies of children with autism with language disorders to create a treatment plan and identify language activities that would work best for that child.

Why is Evidence-Based Practice Important in Speech Pathology?

SLP evidence-based practice is still relatively new to speech therapy, as well as to other therapies such as physical and occupational. Nevertheless, those who hold a Certificate of Clinical Competence (CCC) are required by the ASHA code of ethics to engage in EBP. The code states that services should only be performed if it's reasonable to expect a benefit. The code also states that clinicians must strive to perform their best, which cannot be done without effectively evaluating treatment plans.

Even if you're not a CCC-SLP, evidence-based practice in speech pathology is still important for you and your patients. Those who turn to evidence-based practices find that not only are their methods effective but they can confidently back them up to clients and their families. It's especially necessary to have facts to rely on when a treatment is little known or controversial. When you use evidence-based practice to take care of your patients, you're also taking care of yourself because you can always defend your choice of treatments.

Common Barriers to Accessing Evidence-Based Research

If you're not using EBP in speech language pathology practice, you're not alone. Only 20% of speech pathologists currently factor journal research into their clinical decision-making, ASHA reports.

There are several reasons why many speech pathologists aren't relying on the research. They may worry that staying on top of current research requires time and effort they can't fit into their already busy days. They may assume the only way to access research is by purchasing expensive peer-reviewed journal articles. Honing your ability to scrutinize research takes time and can be daunting at first.
Data from the American Speech-Language-Hearing Association
Fortunately, many of these perceived barriers have disappeared with the recent availability of online resources to make access to research affordable and efficient. The largest real barrier is knowing how to engage in the EBP process. The best way to overcome this is practice. To help you learn how to access information in an efficient and wallet-friendly manner, we've compiled this guide of steps you can take and resources to find the research you need.

What if Good Evidence Is Not Available?

Where there's not enough evidence on the efficacy of a treatment to interpret (or evidence is low quality), speech therapists can rely on practice-based evidence (PBE) (PDF, 681 KB) instead. It would be a disservice to patients not to treat them because you couldn't find strong, non contradictory evidence that applied to them and their treatment needs. PBE involves clinicians collecting their own data to evaluate treatment efficacy. While clinicians should consult available evidence first, PBE is there for you when that's not possible.

It's important to be systematic in the development, implementation and evaluation of any non-evidence-based treatments you turn to. Here are some suggested steps to take:

How to Use Evidence Based Practice as a Speech Language Pathologist

Speech therapy evidence-based practice is a multistep process that's continuously repeated as speech pathologists learn more and new research becomes available. The availability of evidence-based information (PDF, 176 KB) doubles every decade, so there's always new research to stay on top of for SLP evidence-based practice. A common EBP process is as follows:

1. Define what you want to know

Define what you're trying to find out in the form of a research question. A good question has all aspects of the acronym PICO: population, intervention, comparison, outcome.

Once you've defined what you want to know, you'll have a clearer understanding of the type of evidence you'll need to locate. This will help you narrow the types of studies and sources you search for.

2. Locate and evaluate evidence

Remember PICO as you look for evidence that most closely applies to the questions you're asking. Not all evidence is created equal. While you'll always have to take a critical look at any kind of evidence, a first step in your quest for strong evidence should be knowing what type of research is strongest.

Several study consensus

Use research that considers data from several studies whenever possible. Gathering a wide-reaching consensus irons out contradictions between individual studies and improves critical validation. Here are a couple of research types that take several pieces of research into account:

Accessing a variety of information using these types of studies gives you more evidence to use to inform the decisions you make for your clients.

Single study

When systematic reviews or meta-analyses aren't available, rely on any individual studies you can find. Individual studies may contradict each other, so you'll need to use your critical evaluation skills to determine which studies appear strongest. From strongest to weakest, here are the types of studies to look for:

Single studies can give you insights, but they are limited in scope. Single study results should be compared with other studies or investigated further to be more meaningful.

It's typically advised that you rely on data rather than expert consensus. However, when evidence is hard to find or contradictory, expert consensus may be all you have. Though part of EBP is continuously integrating research with the results you see in your own clients, data gathering is especially important when you're relying on expert consensus rather than studies.

3. Evaluate evidence for credibility and real-life practicality

As an investigator, it's always important to make sure the source you're consulting is both credible and practical for what you're trying to determine. Studies that are published in journals may not be relevant to the question you're trying to answer. The research may be incomplete, irrelevant or not as useful as a comparable study. Choosing the wrong research to use wastes time and may result in poor patient results. Examine the following factors:

Credibility: Depending on the question you've posed, existing evidence may be strong or weak. Always use your judgment when evaluating studies. Look for the possibility that other factors had an impact on the study's results. Make sure the evidence relates to the clients you're looking to treat (PICO). Are possible limitations disclosed? Are there potential conflicts of interest? Are the results important? Does the author's rationale make sense?

Real Life Practicality: Implementing treatment needs to be reasonable. It should be easy enough to replicate in your own practice and affordable. Is this treatment in any way unreasonable for the patient or family?

These steps save you time because you'll align the right study with the right client needs from the beginning. You won't waste time delving into an in-depth study that isn't credible or practical, which decreases the likelihood you'll have to redo your work.

4. Design and implement treatment protocols

Put the evidence to the test. Design a protocol using the evidence you found in combination with your clinical expertise and the patient's needs and values.

Use your protocol on the client. Record data about your client before and after treatment.

You can then incorporate your own data into your clinical expertise and will have a starting point for future research.

5. Evaluate effectiveness

Use your data to determine the effectiveness of the treatment. Did you achieve the outcomes defined in your research question? Based on your findings, you'll choose to adopt, modify or reject the treatment method.

6. Remember the evidence-based practice process is continuous

EBP is a continuous process. The more research you consult and learn about in continued education, the more insights you'll have to inform your EBP.

Evidence-Based Practice Resources for Speech Pathologists

These ASHA evidence-based practice resources and resources from other credible sources for speech pathology evidence-based practice make finding evidence easy and affordable for speech therapists. You can consult these when you have questions and make it a goal to read new research studies regularly so you're up-to-date on the latest in your field.

Evidence summaries

ASHA Practice Portal: ASHA has compiled a database on dozens of speech, language and hearing disorders, with evidence-based assessment and treatment recommendations. These resources take dozens of clinical research papers and synthesize them into one easy-to-digest guide for the condition you're assessing and treating.

ASHA Evidence Maps: This resource allows you to sift through speech pathology research summaries to find exactly what you need. You can sort by whether you're looking for assessment or treatment information, bilingual needs, specific populations and recency. Research is clearly flagged by type-a guideline, systematic review, etc. Quality, description and conclusions from the research are all concise.

ASHA Systematic Reviews: The systematic review is the king of all research, as it takes a look at several studies on a topic. ASHA has a simple list of linked reviews for you to peruse, organized by topic.

Pearson EBP Briefs: This site has a wide range of reviews, from literature reviews to systematic, on a variety of speech topics.

The Informed SLP: The website combs through new research so you don't have to. It's an efficient way to get up-to-date information on the latest pediatric speech language pathology research. There's a $7 monthly membership fee to access the evidence you can use section, but it's well worth it considering the time you save and the importance of staying current on your research. The blog and Q&A are free.

Cochrane Database of Systematic Reviews: This database of medical systematic reviews includes many reviews specific to speech language pathology.

Using Continuing Education and Conferences for Evidence-Based Practice

Continuing education is a great opportunity for speech pathologists to get new evidence-based information. Remember that using CE as an opportunity to learn new research isn't a given. Presenters are encouraged but aren't required to cover evidence-based practice. Before signing up for your CE, make sure the topic is integrating research. You can use the following tools:

Apply the same EPB methodology as listed above when learning new research in CEUs. Make sure it's relevant to your practice and comes from a credible source before integrating it into your client work.

Evidence-Based Speech Pathology Apps

Apps help speech therapists provide treatment to clients, in easy-to-access smartphone or tablet form. The following apps use evidence-based research to create speech pathology treatments for a variety of patients:

Tactus Therapy: A whole range of apps (200+) for adult speech therapy, including apraxia, dysphagia, comprehension and more.

Smarty Ears Apps: A variety of pediatric speech, language and communication apps.

Constant Therapy: An evidence-based speech pathology app for aphasia/brain injury recovery.

Not sure whether an app is research-based? Scroll through it or look at the app's about section to see if it cites research. Some apps may not cite research, but your knowledge of EBP may help you determine that the app falls in line with proven rationale.

Still Have Questions About Evidence-Based Practice in Speech Pathology?

Evaluating research for speech therapy evidence-based practice is a skill you hone over time. The process requires different decision-making skills along the way. ASHA also has tutorials for learning more about mastering each step of the EBP process.

¹Mullen, Robert. " Evidence-Based Practice: Opportunities and Challenges for Continuing Education Providers," American Speech-Language-Hearing Association. Accessed September 2020. arrow_upwardReturn to footnote reference

Information last updated August 2020

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The SLP Guide to Evidence-Based Practice

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Evidence-based practice speech pathology uses scientific research, trials, conclusions and recommendations to inform patient treatment. SLP evidence-based practice is important because it ensures clients are receiving informed treatment that is more likely to be effective because it has been tested and examined using scientific methods.

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This article looked at how workplaces affect the use of EBPs. The researchers sent out a questionnaire to Speech Pathologists across Australia, and received 105 responses.

On an individual level, most people agreed that using EBPs would be beneficial, but there were barriers within the workplace. Some felt that there was no or little education from their higher ups regarding EBPs.

People felt like they did not have enough time to sit down and analyze articles. They also felt that the cost was a reason EBPs weren't implemented as much as they should be.

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This article did not look at specific evidence-based practices, but rather how people felt about them and what they felt barriers were while in the workplace.

This article was primarily focused on communication between therapists and management. People expressed they wish EBPs were more cost effective, had more time to review current research, and had more accessibility to new studies.

Although there was no direct mention of the impact on individuals with ASD, the speech pathologists think that using EBPs in their workplace would benefit their clients with ASD.

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Resource 1:

Evidence-Based Practices and Teaching NonVerbal Pragmatic Skills to Adolescents With ASD: Lessons Learned From Parent Perspective and Brain Research

This article looked at how parents and neuroscientists viewed autism throughout life. From diagnosis to adulthood and how communication is not just verbal communication.

This would aid working with individuals with ASD because they discuss continuing social interventions through adolescence and early adulthood. Most ASD related therapies end as children age. Continuing communication development into later stages of life could be very beneficial.

Resource 2:

Examining the Echolalia Literature: Where Do Speech-Language Pathologists Stand?

This article looks at echolalia in children with ASD. There are many different interpretations of how to treat echolalia, and this article wanted to give a more precise definition.

This could benefit children with ASD because treatments are all over the place right now, by providing a more direct definition therapists may be able to agree on treatment plans for the child. This would make treatments go smoother, and would create less confusion among therapists, parents, and the client.

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Cheung, Trembath, Arciuli, and Togher (2013) sent out anonymous questionnaires to 105 speech-language pathologists to see the impact of the workplace on EBP. The questionnaire was broken into 3 sections; "section 1 consisted of multiple choice questions regarding demographic details, section 2 examined particippants' views on EBP, section 3 examined participants' knowledge and access to training in EBP" (p 398).

Cheung, Trembath, Arciuli, and Togher (2013) were able to discover that speech pathologists have to advocate for the use of the EBP due to the lack of support, most workplaces do not provide ample amount of time of EBP activities to be conducted, research for EBP's tends to be expensive, and there is limited availability to the resources needed. In conclusion EBP is necessary however barries within the workplace interfere with the implementation.

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The article does not focus on a variety of EBP, there is a focus on communication treatment. Within the study speech-language pathologists discuss the common themes that tend to interfere with the implementation of EBP. These common themes include culture and support, time, cost, availability and accessibility.

These barriers impact the effectiveness of EBP with the lack of resources individuals with ASD are not receiving full potential of treatment.

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Functional Communication Training (FCT) is an evidence-based practice that is used with many behavior techs, LBS, BCBA, and special education teachers. This training helps teach individuals with ASD appropriate ways to communicate their wants and needs.  In the video when Ryan becomes upset with the book, he is reading he throws it and storms out of the room, which is an inappropriate response to an activity that is too challenging or unpreferred. His friend finds Ryan’s motivation and used a first/ then statement to encourage him to engage in the activity again. He then gives Ryan the correct response to have a break. He told him he can say “Can I take a break” or “I need a break”. While Ryan was reading, he started to become upset again so his friend prompted him to request a break, then he reinforced Ryan for appropriately requesting a break. This process continues to build the skill.

I use FCT with my students almost every day, I had a client who would try to hurt others if he was hurt. One day he stepped on his own finger then came over to me and tried to hit me. I held his hand and prompted him to say “That hurts, I need ice”. Once he said that I gave him ice for his finger along with praise for having safe hands. I repeated this every time he got injured. Now whenever he is injured, he will use his words and not try to other others.

https://www.youtube.com/watch?v=ZaQjxsl8Ezw

Social Stories is an evidence-based practice that can help individuals with ASD learn how to use their word and appropriately respond or prepare for certain situations. In this example they are talking about emotion coping skills, specifically when you feel frustrated. The video starts out by stating the emotion along with showing what it looks like then it states what the individual can say to get a break. Once the teacher gives the student permission to go to his chill zone a list of coping skills is presented. Students should read their social story before they are feeling these emotions so they can practice them for when they are in the moment.

I had a client who struggled with having safe hands, kind words, and work completion. Each morning we would establish what he was motivated for with his token economy, then I would read with him his social story. The story reviewed the expectations of school, what he could do when feeling upset, and how to earn tokens. This story would be read to him twice a day. I found the days that it was read only once or not at all he struggled with remembering the rules.

https://www.youtube.com/watch?v=-YAd9adnVvg

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The purpose of this study was to look at the workplace factors (support, available time, cost, etc.) for speech-language pathologists (SLP) who work with children diagnosed with Autism Spectrum Disorder (ASD).

Because not all individuals are going to respond to the same type of treatment, SLPs are required to make decisions on EBPs but workplace factors can impact those decisions. While it is clear to SLPs that EBPs are trying to use the research and support the findings, it becomes hard to stay updated on the changes that are happening through research.

There was an online questionnaire provided to 105 SLPs that included 25 questions separated into three sections (demographic, personal views on EBP, and knowledge and access to EBP training). The results of this questionnaire shows that even though 82% of participants claim EBPs are supported in their workplace, 44% of the same participants said they do not have enough time to review research literature before making clinical decisions.

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This study does not include specific EBP’s, but rather how SLPs feel about them in their workplace. It is mentioned that SLPs use EBP in relation to their work in regards to making decisions. Its main focus is the barriers that occur when trying to use EBPs. The researchers mention the level of support within the workplace, time, availability, and cost as the main barriers.

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https://www.iidc.indiana.edu/irca/articles/evidence-based-practices-for-effective-communication-and-social-intervention.html

This website breaks down the different practices that have been researched within ASD that promote social and communication skills.

https://www.youtube.com/watch?v=lSN318WaJzA

In this video, the instructor is using the child’s device to encourage communication while playing. In this study, the SLPs mentioned that they do not have enough time to do research for decision making purposes. Using an AAC device or PECS is a quick form of communication to learn and keep updated on.

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The study aimed to analyze speech-language pathologists' views on evidence-based practice (EBP), and to identify factors that support or hinder EBP within the profession.  EBP can be challenging for speech-language pathologists due to a variety of barriers. Staying current with research findings and translating findings into clinical settings are among these challenges. Participants were asked to complete an anonymous online questionnaire regarding their views on EBP was completed by 105 speech pathologists. In spite of most participants agreeing that EBP is necessary, only 23% believe most speech-language pathologists follow the principles of EBP. A lack of time and workplace culture contributed to participants' inability to engage in EBP activities.

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The article did not discuss specific EBPs but rather stressed the overall importance of EDPs in speech therapy. Despite knowing EDPs were important, there were barriers preventing participants from taking advantage of them. Among the barriers identified, time was the biggest one. There is no doubt that professionals are aware of the importance of staying updated in terms of research and EDPs; however, many of us just don't have the time in our busy schedules to include this in addition to juggling our other responsibilities. It is important for companies to prioritize time for employees, so they can do their research and engage in EBP.

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1. The first resource I choose is the ASHA evidence map for ASD. A great resource for relevant research on ASD, a summary is provided for each article so you can determine if it is something interesting or useful for you and then a link to the full article. An easy-to-use guide to research ASD all in one place and compressed for you already.

https://apps.asha.org/EvidenceMaps/Maps/LandingPage/599c96cf-09d4-4b85-bec0-114b990ea30d

2. An additional resource I would like to mention in relation to this research article is a group on Facebook for speech pathologists. This facebook group serves as a great resource for speech therapists to communicate with one another, provide resources, and ask questions about EDPs.

https://www.facebook.com/groups/2212002912/?fref=nf

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Describe the EBPs within the article and their impact on individuals with ASD

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Describe the EBPs within the article and their impact on individuals with ASD

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This article really did not speak of any one intervention being used with those individuals with ASD. However, there was a theme throughout the article with the SLPs stating that the time needed to research and the access to research was limited as the cost of proper EBPs articles being easy to get to were not so effective for them. I believe the article showed how SLPs wish to have this in their individual practice or organization as a whole and wish there was a way for this to be incorporated easier. This article discussed these statements of barriers in cost, implementing the time to be able to research and wishing implementing any let alone those who work with ASD more availble.

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2 Outside Resources Related to the EBPs Article

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2 Outside Resources Related to the EBPs Article

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This first resource is on Youtube. It is a bit lengthy but it is a great video that shows how the application to practical frameworks step by step when looking up EBPs. It talks about how to decipher down what tools we can use and models to look at to narrow our searches. I would use this when I am trying to find a certain type of skill I may be narrowing down for working with a client. It has the strategies of different frame works for many implementations for each model.

Second resource is the EBPs on the ASHA. American Speech and Hearing Association. This is not just for Speech Pathologist but it is for many different types of specialist and how EBPs can be looked at through different lens. It shows the pyramid with each part of it broken down. The clinical perspective, clinical expertise as well as the evidence with internal and external views. This website I have fallen in love with because it has made different articles, journal, studies regarding ASD, related to way more than I can list here.
Evidence-Based Practice (EBP) (asha.org)

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Gregory Aarons: Practical Application of Frameworks and Strategies for EBP Implementation

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The purpose of this study was to discuss individuals with autism in the workplace using evidence-based practices in order to make their work experiences meaningful and successful, specifically related to speech-language pathologists. It is important to note that the speech-language pathologists who conducted this study showed that 1/3 of the speech-language pathologist participants who took part in their study did not feel that decisions regarding service delivery and treatment provision in their workplace were based on available research evidence. Those in charge of the workplaces, such as administration and management staff did not understand the meaning of EBP and how it would do anything. A majority did find it useful and would use it for the benefit of individuals with ASD.

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To be honest, I did not find any specific EBP mentioned in this article. I found that this article focused on the impacts of EBPs in the workforce and how so many employers don't even know the benefits of them for their employees with autism. I know that the article mentions several times how beneficial they are among the SLP community to work with individuals with autism. I also know that the benefits of EBP can help individuals with autism succeed more in the workplace environment.

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1. Evidence-Based Practice for Autism Spectrum Disorders
https://www.sciencedirect.com/science/article/pii/B9780123736062500048
This resource includes various EBPs for autism. There are also many ties to ABA (Applied Behavioral Analysis) in this as well. This resource is good for educators who want ideas about EBPs in their own classrooms to use for their students with autism. This scholarly reviewed article is made just for this reason. There are multiple EBPs to choose from within this article review and teachers, parents, administrators, and anyone who works with individuals with autism can access this resource within the means of their organization.

2. Evidenced-Based Teaching Programs fir ASD
https://www.readingrockets.org/article/evidence-based-teaching-practices-autism-spectrum-disorder-asd
This is another article that is highlighting the multiple sources of EBPs to use for individuals with autism. This one is more accessible for those who don't have an organizational login. This resource is the land for resources regarding EBPs among individuals with autism. The multiple examples included are Discrete Trial Training (DTT), ABA, Antecedent Based Intervention, and many more that we use for autistic support classrooms as well as adults transitioning out of school!