Stephen Parsons and Anna Branagan - ‘I don’t have the time for evidence based practice’

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?’
Written by Stephen Parsons, Anna Branagan at 00:00

James Noble - Are 'control group' studies the only game in town?

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).
Written by James Noble at 00:00

Emma Pagnamenta - Making sense of it all: Explaining the evidence (or lack of it)

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.
Written by Emma Pagnamenta at 00:00

Anna Grey - Good Science Bad Governance: Voluntary and community service organisations are under growing pressure to evidence effectiveness

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.
Written by Anna Grey at 00:00

Caroline Rowland - Avoiding the snake oil merchants: How to choose an evidence-based intervention program for the Early Years

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...
Written by Caroline Rowland at 00:01

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