dc.contributor.author	Gebel, Mary Lang
dc.date.accessioned	2024-10-17T16:01:10Z
dc.date.available	2024-10-17T16:01:10Z
dc.date.issued	2024-08-28
dc.identifier.other	7f38c1db-ec4e-4544-9e9b-a107c39865e7	en_US
dc.identifier.uri	https://hdl.handle.net/10428/7329
dc.description.abstract	The current position statement on evidence-based practice (EBP) published by the American Speech-Language and Hearing Association (ASHA), the national certifying organization for the profession of speech-language pathology states that it is the expectation for those who hold the Certificate of Clinical Competency (CCC) in SLP that they incorporate the basic tenets of EBP including research, clinical experience and expertise, and client and family perspectives (ASHA, 2022). Anecdotally, direct instruction of EBP can be little more than embedded information prior to practicum experiences. This is not to say that EBP methodology was not or is not adequately taught; rather, that varying teaching methodologies across the current generations of speech-language pathologists (SLPs) have resulted in different degrees of exposure and competency. ASHA recognized the inconsistency of EBP practices as an area of need in the early 2000s with a publicized dedication of resources for developing a better understanding of what type of guidance clinical professionals need to apply EBP effectively during client care. Among several documented reasons behind recognized inconsistencies in this area, lack of a systematic framework and practice for using it among graduate level students during practicum is evident in the literature.	en_US
dc.format.extent	1 electronic record. PDF/A document, 88 pages, 2017584 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Speech therapy	en_US
dc.subject	Evidence-based medicine	en_US
dc.subject	Speech-language pathology	en_US
dc.title	Using the American Speech Language & Hearing Association’s EBP Toolkit During Supervised School-Based Practicum: Is There an Impact on Student Clinicians’ Ratings of Self-Proficiency?	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Communication Arts of the College of the Arts	en_US
dc.description.advisor	Smeckova, Gabriela
dc.description.committee	Johnson, Kimberly
dc.description.committee	Gorham-Rowan, Mary
dc.description.degree	S.L.P.D.	en_US
dc.description.major	Communication Sciences and Disorders	en_US