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| Introduction t | |
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| Research in Communication Disorders | |
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| The Importance of Research in Communication Sciences and Disorders | |
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| Learning Objectives | |
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| Preconceived notions | |
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| The role of research in making a profession(al) credible | |
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| Three examples of professional credibility | |
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| Our professional literature and the information base | |
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| The scientific method and clinical work: The notion of clinician-researcher | |
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| Common research misconceptions | |
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| Parallels in clinical and research skills: Diagnosis | |
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| Parallels in clinical and research skills: Treatment | |
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| The benefits of becoming a clinician-researcher | |
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| Chapter Summary | |
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| Learning Activities | |
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| The Nature of Scientific Inquiry and Essentials of Experimental Control | |
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| Scientific Principles and Methods Used by Researchers | |
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| Learning Objectives | |
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| Sinister stereotypes | |
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| Ways of knowing about the world | |
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| Characteristics of science | |
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| The Systematic Nature of Science: Scientific method | |
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| Experimental Control | |
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| The Public Nature of Science | |
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| Replication in Science | |
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| The Empirical Nature of Science | |
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| Probabilistic Knowledge | |
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| Ethical issues in research | |
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| Junk science, pseudoscience and quackery | |
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| Chapter Summary | |
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| Learning Activities | |
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| Crafting Scientific and Answerable Questions | |
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| Learning Objectives | |
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| Theories, problems, hypotheses and questions | |
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| Deductive and inductive approaches t | |
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| generating questions | |
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| Independent and dependent variables: Critical elements | |
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| A final word on independent variables | |
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| Answerability | |
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| Selecting dependent variables | |
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| Validity | |
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| Reliability | |
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| Operational definitions | |
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| Evaluating research by asking questions about the questions | |
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| Chapter Summary | |
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| Learning Activities | |
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| Controlling Threats and Confounding Variables Through Experimental Design | |
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| Learning Objectives | |
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| Threats and experimental design | |
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| Introduction t | |
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| our design notation: Between and within subjects experimental designs | |
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| Internal validity | |
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| Threats t | |
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| internal validity | |
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| The Maturation Threat | |
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| The History Threat | |
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| The Threat of Testing Effects | |
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| The Statistical Regression Threat | |
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| The Experimenter/Participant Bias Threat | |
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| Experimenter's General Demeanor and Communication | |
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| Experimenter Gathering or Scoring of Experimental Data | |
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| The Hawthorne Effect | |
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| Control Groups and the Placeb | |
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| Effect | |
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| The Instrumentation Threat | |
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| Common Steps in Using Instrumentation for Research | |
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| Detection | |
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| Amplification | |
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| Modification/Filtering | |
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| Transmission | |
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| Readout/Display | |
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| Interpretation | |
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| Generic Sources of Error Related t | |
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| Instrumentation | |
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| Quality of the Instrument | |
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| Condition of the Instrument | |
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| Calibration | |
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| Interpretive Skill | |
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| The Participant Selection Threat | |
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| Establish Selection Criteria | |
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| Random Assignment | |
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| Matching | |
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| Including Extraneous Variable in Your Design and Using Statistics as Control | |
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| Group Summary Information | |
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| The Mortality Threat | |
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| External validity | |
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| Threats t | |
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| external validity | |
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| Participant Selection Bias | |
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| Experimental Arrangements | |
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| Reactive Testing | |
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| Multiple Treatment Interactions | |
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| The linkage between internal and external validity | |
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| The art and science of compromise | |
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| Chapter Summary | |
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| Learning Activities | |
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| Design and Analysis of Research on Groups and Single Cases | |
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| Levels of Measurement and Distribution of Scores | |
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| Learning Objectives | |
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| Levels of Measurement: What kind of data does your dependent variable represent? | |
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| Nominal Data | |
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| Ordinal Data | |
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| Interval Data | |
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| Rati | |
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| Data | |
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| The shape of the distribution and it's importance in research | |
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| Summary Statistics: Central Tendency | |
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| The Mode | |
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| The Median | |
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| The Mean | |
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| Relationships of Measures of Central Tendency in Normal and Abnormal Distributions | |
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| Type of Data and its Effect on Selection of Central Tendency Measures | |
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| Summary Statistics: Variability | |
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| Range | |
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| The Variance | |
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| The Standard Deviation | |
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| Assumptions of Parametric and Non-Parametric Statistics | |
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| Type of Data | |
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| Number of Participants | |
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| Normal Distribution | |
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| Homogeneity of Variance | |
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| Differing Views of Assumptions | |
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| Transforming Data | |
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| Chapter Summary | |
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| Learning Activities | |
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| An Introduction Hypothesis Testing with Inferential Statistics | |
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| Learning Objectives | |
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| Probability and level of confidence | |
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| The process of hypothesis testing | |
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| Stating the Null and Alternative Hypotheses | |
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| Set the Alpha Level or Significance level for use in Evaluating Hypotheses | |
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| Gather Data from a Research Sample | |
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| Compute a Test Statistic on Sample Data Obtain a Calculated Value | |
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| Compare Calculated Value of Test Statistic the Critical Value t Determine Statistical Significance | |
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| Making a Decision about Hypotheses | |
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| Type I and Type II errors | |
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| Statistical power | |
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| Statistical versus practical significance | |
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| Effect size and practical significance | |
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| The null hypothesis revisited | |
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| Chapter Summary | |
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| Learning Activities | |
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| Common Statistical Analyses for Finding Differences Among Tw or More Groups of Conditions on One Independent Variable | |
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| Learning Objectives | |
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| Conceptual and mechanical aspects of statistical analysis | |
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| Review of basic between subjects designs | |
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| Putting in the summary statistics | |
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| Independent t-test: A parametric statistic for comparing tw groups (between subjects) | |
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| One factor analysis of variance (ANOVA1) between subjects: A parametric statistic for comparing more than tw independent groups | |
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| Post hoc testing | |
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| Commonly used non-parametric statistics for finding differences between tw or more independent groups (between subjects) | |
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| Correlated t-test: A parametric statistic for comparing tw related groups or conditions (within subjects) | |
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| One factor analysis of variance (ANOVA1) within subjects: A parametric statistic for comparing more than tw conditions | |
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| Commonly used non-parametric statistics for finding differences among more than tw conditions (within subjects) | |
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| Multivariate Analysis of Variance (MANOVA): A parametric statistic for finding differences among more than tw groups or conditions on multiple dependent variables (between and within subjects) | |
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| Chapter Summary | |
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| Learning Activities | |
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| Studies that analyze differences in groups using factorial designs with more than one independent variable: Between, Within and Mixed | |
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| Learning Objectives | |
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| Tw Factor ANOVA (Between subjects) | |
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| Tw Factor ANOVA (Within subjects) | |
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| Three Factor ANOVA (Between subjects) | |
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| Three Factor ANOVA (Within subjects) | |
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| Tw Factor Mixed ANOVA with Repeated measures on one factor | |
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| Three Factor Mixed ANOVA with Repeated measures on one factor | |
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| Three Factor Mixed ANOVA with Repeated measures on tw factors | |
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| Analysis of Covariance (ANCOVA) | |
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| Factorial Multivariate Analysis of Variance (MANOVA) | |
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| Chapter Summary | |
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| Learning Activities | |
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| Studies That Measure Relationships Among Variables or Attempt Prediction | |
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| Learning Objectives | |
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| The Nature of Relationships | |
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| Direction of a Relationship | |
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| Strength of a Relationship | |
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| Significance of a Relationship | |
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| Importance of the Relationship and Accounting for Variance | |
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| Nonparametric Correlation Procedures | |
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| Bivariate Regression Analysis: Prediction with a Single Independent and Dependent Variable | |
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| Multivariate Procedures for Studying Relationships and Prediction: A Caveat | |
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| Multiple Regression Analysis | |
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| Canonical Correlation Analysis | |
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| Discriminant Analysis | |
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| Factor Analysis | |
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| Chapter Summary | |
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| Learning Activities | |
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| Single-subject Experimental Designs in Clinical Fields | |
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| Learning Objectives | |
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| Introduction | |
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| Characteristics of Single-subject Design Research | |
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| Descriptive Designs | |
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| Other Assessments | |
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| Scientific Methodology in Single-subject Design Research | |
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| Advantages and Disadvantages t Single-subject Design Research versus Group-design Research | |
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| Statistical Procedures in Single-subject Design Research | |
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| Critiquing Single-subject Design Research | |
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| Chapter Summary | |
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| Learning Activities | |
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| Review Exercises | |
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| Critiquing Single-subject Design Research | |
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| Evidence-Based Practice and Applied Clinical Research | |
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| Introduction t | |
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| Evidence-based Practice | |
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| Introduction | |
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| Learning Objectives | |
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| Evidence-based Practice in Communication Sciences and Disorders | |
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| What is evidence-based practice? | |
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| What skills are required for evidence-based practice? | |
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| Chapter Summary | |
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| Levels of Evidence | |
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| Introduction | |
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| Learning Objectives | |
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| Levels of Evidence | |
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| What criteria are used in establishing hierarchies of rigor? | |
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| What hierarchies are appropriate for Communication Sciences and Disorders? | |
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| Levels of Evidence for Interventional Research | |
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| Level I: Meta-analysis of Multiple, Well-designed Clinical Studies | |
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| What are systematic reviews and meta-analyses? | |
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| What does a summary of a systematic review look like? | |
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| What are the major components of a systematic review? | |
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| What are characteristics of good systematic reviews? | |
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| Level II: Well-designed Randomized Clinical Trials | |
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| What is the role of clinical trials in healthcare? | |
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| How relevant are clinical trials t | |
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| Communication Sciences and Disorders? | |
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| What are the characteristics, advantages, and disadvantages of well-designed clinical trials? | |
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| Level III: Non-randomized Intervention Studies | |
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| Level IV: Cohort Studies, Case-control Studies, and Cross-sectional Surveys | |
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| Cohort Studies | |
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| Case-control Studies | |
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| Cross-sectional Surveys | |
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| Level V: Case Studies | |
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| Level VI: Expert Opinion | |
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| General Characteristics and Rigor of Diagnostic Studies | |
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| Assessment of Test Accuracy | |
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| Some Points of Discussion about Levels of Evidence for Diagnostic Studies | |
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| Chapter Summary | |
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| Learning Activities | |
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| Review Exercises | |
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| Framing the Clinical Question and Searching for the Evidence | |
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| Introduction | |
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| Learning Objectives | |
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| A Rubric for Framing Clinical Questions | |
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| Types of Clinical Questions | |
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| Defining the Population, Intervention, Alternative Treatment, and Outcome | |
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| Formulating Clinical and/or Research Questions | |
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| Searching for the Evidence | |
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| Sources of Evidence in Communication Sciences and Disorders | |
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| Search Strategies | |
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| Documenting Search Strategies | |
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| A Multi-layered Selection Strategy | |
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| Chapter Summary | |
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| Learning Activities | |
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| Review Exercises | |
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| PIC Worksheet for Evidence-based Practice | |
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| Documentation of an Electronic Database Search | |
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| Report of Title Review | |
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| Report of Abstract and/or Article Review | |
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| Evaluating the Evidence | |
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| Introduction | |
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| Learning Objectives | |
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| Common Weaknesses in Communication Sciences and Disorders Research | |
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| Critiquing Studies for Evidence-based Practice | |
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| Systematic Reviews | |
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| Randomized, Controlled Clinical Trials | |
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| Cohort Studies | |
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| Case-control Studies | |
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| Diagnostic Studies | |
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| Rating of the Evidence and Grading of the Recommendations | |
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| Chapter Summary | |
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| Learning Activities | |
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| Review Exercises | |
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| Checklist for Evaluating Systematic Reviews | |
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| Checklist for Evaluating Randomized, Controlled Clinical Trials | |
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| Checklist for Evaluating Cohort Studies | |
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| Checklist for Evaluating Case-control Studies | |
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| Checklist for Evaluating Diagnostic Studies | |
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| Evidence-based Practice: Blending Patient Preferences, Scientific Evidence, and Clinical Expertise | |
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| Introduction | |
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| Learning Objectives | |
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| Patient Preferences | |
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| Scientific Evidence | |
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| Developing a Clinical/ Research Question | |
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| Searching for the Evidence | |
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| Critical Appraisal of the Evidence | |
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| Clinical Expertise | |
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| Conference on Guideline Standards | |
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| Appraisal of Guidelines for Research and Evaluation Collaboration | |
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| Clinical Practice Guidelines in Communication Sciences and Disorders | |
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| Chapter Summary | |
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| Learning Activities | |
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| Review Exercises | |
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| Putting Knowledge int | |
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| Practice: Evaluating Research, Designing your own Study and Obtaining Resources | |
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| Producing Research as a Student or Practitioner | |
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| Learning Objectives | |
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| Theses, Capstone Projects and Dissertations | |
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| The Beginning | |
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| Defining a General Area of Research Interest | |
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| The Director | |
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| The Specific Research Idea | |
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| The Committee | |
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| Format and Submission Requirements | |
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| The Literature Review | |
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| The Justification | |
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| Crafting Answerable Questions | |
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| Designing the Method | |
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| The Prospectus | |
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| The Prospectus Meeting | |
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| The Midpoint | |
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| The IRB | |
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| Finding Participants | |
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| Informed Consent | |
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| Gathering Data | |
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| Organization in Gathering and Safeguarding Data | |
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| Data Analysis | |
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| The End Game | |
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| Writing the Results | |
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| Writing the Discussion | |
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| Limitations of the study and Suggestions for Future Research | |
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| The Defense | |
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| Writing up a Presentation and Journal Article | |
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| Another Perspective on Ethics for Students and Practitioners | |
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| Collaborative Research by Practitioners | |
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| Finding a Collaborator | |
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| Defining Roles and Contributions | |
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| The Idea and Research Questions | |
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| Designing the Study and Defining Roles | |
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| Review of the Literature | |
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| The IRB Protocol | |
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| Obtaining Equipment/Instrumentation | |
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| Finding Participants | |
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| Gathering Data | |
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| Analyzing Data | |
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| Writing up a Presentation and Journal Article | |
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| Chapter Summary | |
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| Learning Activities | |
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| Grantsmanship: Funding Research Endeavors | |
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| Introduction | |
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| Learning Objectives | |
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| Funding Sources in Communication Sciences and Disorders | |
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| Four Types of Funding | |
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| Levels of Investigative Experience | |
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| Specific Granting Mechanisms Appropriate for Various Levels of Investigative Experience | |
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| Undergraduate Students | |
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| Graduate Students | |
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| New Investigators | |
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| Independent Investigators | |
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| Preparing a Grant Application | |
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| Grant Review Process | |
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| Chapter Summary | |
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| Learning Activities | |
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| Review Exercises | |
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| Glossary | |
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| References | |