We examined uncomfortable moments that damaged rapport during group interactions between college students in training to become speech-language pathologists and adults with traumatic brain injury. The students worked as staff in a community-based program affiliated with a university training program that functioned as a recreational gathering…

Reflective practice requires that professionals carefully examine and integrate multiple sources of information when designing intervention and evaluating its effectiveness. This article describes the use of focus group discussion as a form of qualitative research for understanding parents' perspectives of a university-based intervention program…

The purpose of this investigation was to examine the discourse of evidence-based practice presented in official written documents of the American Speech-Language-Hearing Association. Documents were analyzed with respect to how language was used to convey a sense of certainty about the profession's official position on evidence-based practice, what…

This article develops the concept of communicative participation as a means of analyzing the outcomes of language intervention with young children, including those with disabilities, in everyday contexts such as preschool. The construct's five interrelated layers are identified: (1) life-world participation, (2) participant structure, (3)…

This article describes communicative norms associated with two clinical discourse styles (adult centered and child centered) and explores the ethnographic concepts of thick description and indefinite triangulation in utterance interpretations. Clinicians are urged to evaluate client utterances from multiple communicative perspectives. (DB)