Tuesday January 17, 2017
Practitioners of all descriptions are busy people. Our jobs are full to the brim. There are so many pressures, and evidence based practice can sometimes feel like another thing to do.
The demand for evidence based practice (EBP) has never been greater. A few years ago, schools never thought about outcomes of interventions. Now it is standard practice for a headteacher to ask, ‘what is the evidence base of that intervention?’
Monday December 12, 2016
What makes good evidence? The quick answer to this question is to point you towards the various ‘standards of evidence’ that evaluators have developed to rate research in terms of quality and validity. Within these standards of evidence, a common theme is the importance of control or comparison groups where service users are compared to non-users (ideally selected randomly, like a drug trial).
Thursday November 17, 2016
Using evidence to inform our practice with children and young people is integral to how we work with children with speech, language and communication needs. Practitioners make important decisions every day; and these decisions are informed by evidence from a whole range of sources.
Monday October 31, 2016
In recent years, with voluntary and community sector organisations (VCS) increasingly responsible for delivery of public services, requirements and expectations around measurement have grown. This has added to the pressure already experienced by those working in speech, language and communication (SLC) following the Bercow Review in 2008.
Thursday September 29, 2016
Here’s a scenario. You are an early years teacher. You’ve worked hard to secure some extra money to improve the English language skills of the children you teach. You desperately need this to work; you have lots of children whose parents don’t speak English, and a few children with special educational needs...