NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ917276
Record Type: Journal
Publication Date: 2011-Jan
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0161-1461
EISSN: N/A
Questions about Certainty and Uncertainty in Clinical Practice
Nelson, Nickola Wolf
Language, Speech, and Hearing Services in Schools, v42 n1 p81-87 Jan 2011
Purpose: This article offers a critical response to Kamhi's (2011) essay regarding the need to balance certainty and uncertainty in evidence-based practice (EBP). Method: Points of concordance and discordance (counterpoints) between Kamhi's essay and the author's frames of reference were considered. Results: In agreement with Kamhi, a major role is outlined for clinicians to use questions strategically (i.e., acting on uncertainty) to prioritize intervention targets and select approaches that best fit the context and stakeholders' values for purposes of planning, accomplishing, and evaluating change. The first counterpoint emphasizes a need for larger roles for theoretical frameworks involving systems theory and collaborative, contextualized approaches to assessment and intervention. The second notes opportunities for self-correction by using outcome data from relevant contexts outside of treatment sessions. Conclusion: Clinicians should capitalize on Kamhi's ideas by working with other key stakeholders to make points of certainty and uncertainty explicit. By generating insightful questions that can guide the process of EBP and gathering evidence from broader outcomes, clinicians can gain external validation for the approach taken or for the need to consider alternatives.
American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://lshss.asha.org/
Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A100354