Scientific Thinking in Speech and Language Therapy by Carmel Lum
By Carmel Lum
Speech and language pathologists, like every execs who declare to be clinical of their perform, make a public dedication to function at the foundation of data derived in keeping with sound clinical criteria. but scholars in conversation problems are given fairly little grounding within the basics of technological know-how; certainly, they generally obtain implicit encouragement to depend upon scientific knowledge. This pathbreaking textual content introduces the rules of severe medical pondering as they relate to assessing conversation difficulties, figuring out approximately substitute ways to intervention, and comparing results. the writer presents many illustrative examples to assist readers contextualize the guidelines. Her transparent presentation may also help not just undergraduate and graduate scholars but in addition validated execs cause extra successfully approximately what they're doing and why. notwithstanding the examples come from speech and language pathology, this illuminating and readable e-book constitutes a invaluable source for all scientific practitioners.
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Extra resources for Scientific Thinking in Speech and Language Therapy
Sample text
This means that the presentation of a clinical disorder topic in a therapy course should include an evaluation of the arguments, identify theoretical predictions, and assess the evidence and question the claims made. This would be in addition to providing students with factual information about the disorder under consideration. Making this link between scientific thinking and other clinical subjects in speech therapy is important be cause research in thinking suggests that the transfer of thinking skills to other contexts rarely occurs spontaneously (Nickerson, 1987).
I believe qualitative research is not scientific. Chapters 8 and 9 I believe researchers and practitioners have different goals in speech and language therapy. Chapters 5, 7 and 8 Chapter 9 Chapter 9 Chapter 10 Chapter 11 The practice of speech and language therapy needs to be guided by scientific theory and/or hypotheses for therapy to be scientifically explained. Which tests and therapy procedures one selects is guided by theory. Models are a useful shorthand way to illustrate what we want to say about the way communication works.
It appears to me the greatest failure in many conventional courses is the failure to help students make a connection between the concepts expressed in statistics and research methods courses with other clini cal courses. Students rarely make this connection for themselves, and ultimately students go on to become clinicians who regard these subjects as being largely ir relevant to clinical practice. Statistics and research methods are regarded as tools solely for the researcher's use. How many lecturers incorporate statistics in teach ing clinical problems, such as how to perform a McNemar test on client data to assess whether the client has improved in therapy?