Published Intervention Research Research Articles

Service delivery and intervention intensity for phonology‐based speech sound disorders

When planning evidence-based intervention services for children with phonology-based speech sound disorders (SSD), speech and language therapists (SLTs) need to integrate research evidence regarding service delivery and intervention intensity within their clinical practice. However, relatively little is known about the optimal intensity of phonological interventions and whether SLTs' services align with the research evidence. The aims are twofold. First, to review external evidence (i.e., empirical research evidence external to day-to-day clinical practice) regarding service delivery and intervention intensity for phonological interventions. Second, to investigate SLTs' clinical practice with children with phonology-based SSD in Australia, focusing on service delivery and intensity. By considering these complementary sources of evidence, SLTs and researchers will be better placed to understand the state of the external evidence regarding the delivery of phonological interventions and appreciate the challenges facing SLTs in providing evidence-based services. Two studies are presented. The first is a review of phonological intervention research published between 1979 and 2016. Details regarding service delivery and intervention intensity were extracted from the 199 papers that met inclusion criteria identified through a systematic search. The second study was an online survey of 288 SLTs working in Australia, focused on the service delivery and intensity of intervention provided in clinical practice. There is a gap between the external evidence regarding service delivery and intervention intensity and the internal evidence from clinical practice. Most published intervention research has reported to provide intervention two to three times per week in individual sessions delivered by an SLT in a university clinic, in sessions lasting 30-60 min comprising 100 production trials. SLTs reported providing services at intensities below that found in the literature. Further, they reported workplace, client and clinician factors that influenced the intensity of intervention they were able to provide to children with phonology-based SSD. Insufficient detail in the reporting of intervention intensity within published research coupled with service delivery constraints may affect the implementation of empirical evidence into everyday clinical practice. Research investigating innovative solutions to service delivery challenges is needed to provide SLTs with evidence that is relevant and feasible for clinical practice.

A 16-Year Review of Participant Diversity in Intervention Research Across a Selection of 12 Special Education Journals

Given the continued changes in demographic diversity of students in the United States, it is important to ensure that participants included in special education research reflect the diversity of the classroom. We examined 16 years of intervention research across 12 special education journals to evaluate the extent to which diverse student populations (e.g., race, ethnicity, disability, sexual orientation, English language learner status) were included in published intervention research. We analyzed 495 intervention articles (9.6%) out of 5,180 total articles. Results revealed that progress has been made in the inclusion of diverse participants in special education intervention research compared with previously conducted reviews, yet some racial and ethnic populations are still underrepresented. We discuss strategies for recruitment and retention of underrepresented diverse populations.

Publishing Single-Case Research Design Studies That Do Not Demonstrate Experimental Control

Demonstration of experimental control is considered a hallmark of high-quality single-case research design (SCRD). Studies that fail to demonstrate experimental control may not be published because researchers are unwilling to submit these papers for publication and journals are unlikely to publish negative results (i.e., the file drawer effect). SCRD studies comprise a large proportion of intervention research in special education. Consequently, the existing body of research, comprised mainly of studies that show experimental control, may artificially inflate efficacy of interventions. We discuss how experimental control evolved as the standard for high-quality SCRD; why, in the era of evidence-based practice, rigorous studies that fail to fully demonstrate experimental control are important to include in the body of published intervention research; the role of non-replication studies in discovering intervention boundaries; and considerations for researchers who wish to conduct and appraise studies that fail to yield full experimental control.

Involvement of parents in intervention for childhood speech sound disorders: a review of the evidence.

Internationally, speech and language therapists (SLTs) are involving parents and providing home tasks in intervention for phonology-based speech sound disorder (SSD). To ensure that SLTs' involvement of parents is guided by empirical research, a review of peer-reviewed published evidence is needed. To provide SLTs and researchers with a comprehensive appraisal and analysis of peer-reviewed published intervention research reporting parent involvement and the provision of home tasks in intervention studies for children with phonology-based SSD. A systematic search and review was conducted. Academic databases were searched for peer-reviewed research papers published between 1979 and 2013 reporting on phonological intervention for SSD. Of the 176 papers that met the criteria, 61 were identified that reported on the involvement of parents and/or home tasks within the intervention. These papers were analysed using a quality appraisal tool. Details regarding the involvement of parents and home tasks were extracted and analysed to provide a summary of these practices within the evidence base. Parents have been involved in intervention research for phonology-based SSD. However, most of the peer-reviewed published papers reporting this research have provided limited details regarding what this involved. This paucity of information presents challenges for SLTs wishing to integrate external evidence into their clinical services and clinical decision-making. It also raises issues regarding treatment fidelity for researchers wishing to replicate published intervention research. The range of tasks in which parents were involved, and the limited details reported in the literature, present challenges for SLTs wanting to involve parents in intervention. Further high-quality research reporting more detail regarding the involvement of parents and home tasks in intervention for SSD is needed.

An Assessment of Intervention Fidelity in Published Social Work Intervention Research Studies

Objectives: Intervention fidelity is a critical strategy to help advance the usefulness and integrity of social work research. This study assessed the extent to which a selected sample of published social work intervention researchers reported its intervention protocols. Methods: Six core social work journals were reviewed in this analysis. The authors reviewed every scholarly article within each journal published from 2009 through 2013 ( N = 1,380). A total of N = 32 (2.3%) published intervention research articles met the inclusion criteria. All N = 32 studies were evaluated using 11 criteria developed by the research team related to assessing the study’s treatment fidelity. Results: The finding suggests that although attention to treatment fidelity in social work research has increased, methodological inconsistencies still remain. Conclusion: Effective social work research of an intended intervention is largely dependent on the intervention’s fidelity. Implications for social work practice and research are discussed.

We need more active travel intervention research – why not travel plans?

A high proportion of published health promotion research on physical activity is descriptive, and there is a need for more published intervention research. Although travel planning has been described as a promising way to promote population-level physical activity, a Cochrane systematic review of organisational travel plan interventions for improving health identified 17 studies, 12 of which were conducted in educational settings and 5 in workplaces. Evidence on the effectiveness of travel planning interventions may strengthen a case for policy that supports implementation of travel plans.

ARTICLES PUBLISHED IN SIX SCHOOL PSYCHOLOGY JOURNALS FROM 2005–2009: WHERE'S THE INTERVENTION RESEARCH?

This article reports on a content analysis of six school psychology journals spanning the years 2005–2009, with a particular focus on published intervention research. The analysis showed that (a) research articles were the most frequently published, with the largest category being descriptive research; (b) the percentage of intervention studies was higher (9.3%) than previously reported but lower than reported in special education journals (15.9%); (c) of the published interventions, the most frequent design was quasi‐experimental, followed by single‐subject research; (d) most intervention studies were conducted in school settings utilizing children in kindergarten through Grade 5, followed as a distant second by middle school settings; (e) the preponderance of intervention studies were academic or social/behavioral, with emotional interventions being the least represented; and (f) of the academic interventions, the most widely studied dimension was reading, followed as a distant second by math. The findings are discussed in terms of their relevance for addressing the research‐to‐practice gap as well as their implications for school psychology research and practice.

The development of five scales to measure employees’ appraisals of organizational-level stress management interventions

Organizations and researchers often encounter difficulties when evaluating organizational-level stress management interventions. When interventions fail, often it is unclear whether the intervention itself was ineffective, or whether problems with implementation processes were to blame. In this paper we describe the development of questionnaire items that allow employees to report on their appraisals of aspects of intervention process issues that are frequently thought to be related to intervention outcomes. The study was carried out as part of the evaluation of a teamworking intervention implemented in the elderly care sector in Denmark. Using a combination of information gathered from published intervention research and qualitative data collected from participants involved in an intervention, questionnaire items were developed and their sensitivity, reliability, and validity were tested. Confirmatory factor analysis revealed five independent factors: line manager attitudes and actions, exposure to components of the intended intervention, employee involvement, employee readiness, and intervention history. They all showed significant correlations with post-intervention outcomes (job satisfaction, well-being, and self-efficacy). Line manager attitudes and actions showed particularly strong and unique relationships with outcome measures. We refer to this new group of scales for evaluating employees’ appraisals of an intervention as the Intervention Process Measure (IPM). Our findings indicate that such a measure has the potential to improve the evaluation of interventions.

Moving from Tradition to Evidence: A Review of Psychiatric Nursing Intervention Studies

This state-of-the-evidence review summarizes characteristics of intervention studies published from January 2000 through December 2005 in five psychiatric nursing journals. Intervention studies were defined as those evaluating the application of nursing strategies/procedures/practices for enhancing/promoting health or preventing disability/dysfunction. Of 486 research studies published in those journals, 77 were intervention studies, including 77% conducted in the United States. Interventions reflected psychological (57%), social (9%), and biological (12%) dimensions of the biopsychosocial model; 22% of the studies tested interventions with overlapping dimensions. Some studies included persons of various ages; however, 7 focused on adolescents, 36 on adults, and 10 on elders; 2 included children. The findings describe the current state of published intervention research in five psychiatric nursing journals and suggest the need for increased dissemination of intervention research, more rigorous testing of interventions, and more focused programs of research to build evidence for effective psychiatric nursing interventions across the lifespan and globally.

Reporting on reliability and validity of outcome measures in medical rehabilitation research

Purpose : To evaluate the degree to which published medical rehabilitation research offers evidence of reliability, validity and other clinimetric qualities of the data reported. Method : Descriptive study of published intervention research papers published in six US medical rehabilitation journals in 1997 and 1998. Selected characteristics of the papers and the outcome measures used were abstracted by one or two raters. Results : The 171 papers identified included 651 outcome measures. Some type of data reliability information was provided for 20.1% of these measures; for validity, this was 6.9%. However, this information was based on data collected for the sample studied for only 7.7% (reliability) and 0.6% (validity). Conclusions : Most rehabilitation research falls short of standards, including the Standards promulgated by an American Congress of Rehabilitation Medicine Advisory Group. Authors, peer reviewers and editors need to change their practices to improve this situation.

Interventions with Challenging Behavior of Persons with Developmental Disabilities: A Review of Current Research Practices

The published intervention research on the remediation of challenging behavior of persons with developmental disabilities was reviewed. A total of 179 studies over a recent 5-year period (1988 through 1992) were reviewed for adherence to certain standards of practice, including the use of functional assessment, function-treatment matching, level of intervention intrusiveness, monitoring of collateral behaviors, follow-up, and generalization. Results are presented with regard to each standard of practice and the relations among practices. The results largely support meaningful improvements in the state of the intervention literature since the time of several previous reviews. Areas of progress are noted and continuing deficits are discussed.

Correlates of interventions with self-injurious behaviour.

A review was conducted of published intervention research on the self-injurious behaviour (SIB) of individuals with severe or profound mental retardation. The review comprised articles published between 1980 and 1990. Thirty-eight biodemographic and environmental variables were investigated, with type of SIB and intervention type considered primary variable classes. Efficacy was also investigated as an additional variable. Cross-tabulations were performed on selected variables with 24 significant and five marginally significant results obtained. These results indicated that there were possible biases in treatment approaches, problems in compliance with standards of practice, and differential efficacy levels related to certain variable types. Findings were discussed in relation to establishing a prototype for successful SIB interventions.