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presented by Janet Patterson, PhD, CCC-SLP and Mary Purdy, PhD, CCC-SLP
Financial:
Dr. Patterson receives an honorarium for this course, a salary from St. Mary’s College, and royalties from Jones & Bartlett Learning.
Dr. Purdy receives an honorarium for this course and salaries from Southern Connecticut State University and the University of Connecticut.
Nonfinancial:
Dr. Patterson is a member of the Academy of Neurological Communication Disorders and Sciences and its Evidence-Based Clinical Research Committee, Aphasia Writing Group.
Dr. Purdy is a member of the Academy of Neurological Communication Disorders and Sciences and its Evidence-Based Clinical Research Committee, Aphasia Writing Group.
Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.
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Janet Patterson, PhD, CCC-SLP
Janet Patterson is chief of the the Audiology and Speech-Language Pathology Service at the VA in Northern California. Prior to that, she held academic positions as faculty member, associate dean, and department chair at California State University East Bay, Central Michigan University, and Michigan State University. With coeditor Patrick Coppens, PhD, CCC-SLP, she published Aphasia…
Read full bioMary Purdy, PhD, CCC-SLP
Mary Purdy is professor emeritus at Southern Connecticut State University, where she taught courses on aphasia and related neurogenic communication disorders. She is board certified by the Academy of Neurologic Communication Disorders and Sciences and has authored articles, book chapters, and presentations related to aphasia. Throughout her career, she has provided clinical services to individuals…
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1. Evaluating Evidence: Study Quality and Level of Evidence
Evidence-based practice (EBP) is about how clinicians make assessment and treatment decisions in collaboration with patients and care partners. Implementing EBP requires locating evidence, identifying quality evidence, and determining alignment between the evidence and a person with aphasia in a clinical setting. The evidence base reporting treatment to improve auditory comprehension in persons with aphasia is limited and variable in quality, therefore complicating the clinical decision-making process, reducing confidence in the applicability of a particular technique in a clinical environment, and potentially leading to less-than-optimal clinical outcomes. This chapter provides guidance on understanding the elements of a research report and rating evidence quality.
2. Study Quality: Identifying Elements That Contribute to a Quality Rating
Setting achievable treatment goals that address auditory comprehension deficit in persons with aphasia and selecting appropriate outcome measures are dependent on alignment of the theoretical foundation of a treatment, the needs of an individual with aphasia, and the aims of the treatment program. This chapter provides examples of identifying the theoretical foundation, the study quality, and the level of evidence of a treatment protocol to assure that it aligns with the specific auditory comprehension deficit in an individual with aphasia.
3. Mindful Clinical Decision-Making: Considering the Evidence for Auditory Comprehension Treatment
This chapter provides general information about the state of the evidence for treatments aimed at improving auditory comprehension in persons with aphasia. Through the use of the Mindful Clinical Decision-Making Checklist, this course discusses factors that must be considered in selecting and implementing a treatment protocol and creating realistic expectations in treatment aims.
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