A study was conducted to examine the use of narrative-based language intervention (NBLI) with 3 children who have cochlear implants. Findings reveal that NBLI is effective intervention to increase the narrative skills of children with specific language impairment.

The article describes the development of story comprehension in young children with and without language impairment. It further describes the procedures, both traditional and novel.

A study was conducted to examine the issues of accuracy and reliability for transcription and analysis of oral narratives from Spanish-English bilingual children. Findings reveal that oral narrative data from ELL children can be accurately transcribed and the narrative measures are stable over time.

The article discusses the key findings in recent research dealing narrative abilities in children with and without language implications. The implications of research findings for narrative assessment and intervention are discussed.

A study was conducted to examine the use of Index of Narrative Complexity (INC) scoring system. Findings show the use of INC as a clinical tool for evaluating the outcomes of narrative intervention.

A study was conducted to examine the misdiagnosis of cultural difference deficits and how mistaking deficits in narrative production for cultural differences can be avoided. Findings reveal the implications for intervention.

The importance of the clinical therapy data in the learning process and clinical training is demonstrated. A complex interaction of reflection and practice through several different strategies and processes is necessary for the data collection by the students is discussed.

The advantages and the significance of the collaborative script-based experiences for the trainees of the bilingual speech-language pathology are explained. The clinicians are shown to collaborate with expert clinicians and educators to reach common goals in such script-based experiences.

The cookbook analogy is employed to explain the fundamentals underlying the studies that are conducted in different conditions and the literature comparing novice and expert learners. The analysis proves that the theory-to-practice link becomes stronger, when the students have the correct facilities for complete development, implementation and…

The author explains different principles, which can be used for the integration of evidence-based practice into the university clinic. Research literature, systematic reviews and practice guidelines are shown to work as the evidence for the teachers, as well as the students.

Several analyses are conducted to prove the significance of the development in video clip technologies in the enhancement of clinical education and learning. A completely tested approach for the generation of designed video clips from video-recorded clinical sessions as used in weekly clinical forum discussions is also presented.

The importance of learning about and applying clinical discourse analysis to enhance the talk in interaction in the speech-language pathology clinic is discussed. The benefits of analyzing clinical discourse to explicate therapy dynamics are described.

A seven-step evidence-based practice decision-making process within an authentic learning context, which is used by the supervisors to teach the graduate students, is discussed. The approach is extremely useful for teaching the evidence-based intervention decisions to the students is highlighted.

Small talk has received only limited attention related to its role in general clinical contexts. Interaction in the speech-language pathologist clinic provides a forum for exploring the role of small talk. Although its value is recognized in some speech-language pathologist contexts, little systematic analysis has been undertaken. This paper…

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…