Oliver Wendt

Not all systematic reviews are created equal: Considerations for appraisal

Systematic reviews can be a tremendous asset in the implementation of evidence-based practice, because they minimize some of the most-documented barriers to evidence-based practice. For example, by reading systematic reviews, clinicians may save time that would otherwise be dedicated to locating and appraising individual studies. Further, clinicians can rely on someone elses reviewing expertise, which reduces the knowledge and skill burden otherwise imposed on them. However, empirical studies have repeatedly demonstrated that there is great variability in the quality of systematic reviews. Thus, in order to harness their potential, it is imperative that clinicians distinguish high-quality systematic reviews from those of low quality. In this paper, we aim to discuss considerations for appraising the quality of systematic reviews.

Application of the percentage of non-overlapping data (PND) in systematic reviews and meta-analyses: A systematic review of reporting characteristics

The percentage of non-overlapping data (PND; Scruggs, Mastropieri, & Casto, 1987) is one of several outcome metrics for aggregating data across studies using single-subject experimental designs. The application of PND requires the systematic reviewer to make various decisions related to the inclusion of studies, extraction of data, and analysis and interpretation of data. The purpose of this systematic review was to determine the reporting characteristics associated with the application of PND in systematic reviews and meta-analyses. The authors engage in a discussion of the reporting characteristics found in the data set and propose several directions for future applications and reporting of PND in systematic reviews.

Searching for evidence in augmentative and alternative communication: Navigating a scattered literature

With increasing emphasis on evidence-based practice (EBP) as the preferred approach to practice in augmentative and alternative communication (AAC), knowledge of and skills in the EBP process have become critical to practitioners. The efficient searching of best and current research evidence to aid with clinical or educational practice is one of the core skills in the EBP process. Because of its interdisciplinary nature, evidence pertaining to AAC is scattered across numerous sources in a variety of larger fields. In this article, we aim to (a) establish assumptions and underpinnings for the search of research evidence in support of EBP in AAC, (b) identify informational databases, (c) review search terminology, (d) suggest practical strategies for successful searches in support of EBP, and (e) exemplify these strategies with several search illustrations.

Comparative Efficacy of the Picture Exchange Communication System (PECS) versus a Speech-Generating Device: Effects on Social-communicative Skills and Speech Development

Abstract The Picture Exchange Communication System (PECS) and a speech-generating device (SGD) were compared in a study with a multiple baseline, alternating treatment design. The effectiveness of these methods in increasing social-communicative behavior and natural speech production were assessed with three elementary school-aged children with severe autism who demonstrated extremely limited functional communication skills. Results for social-communicative behavior were mixed for all participants in both treatment conditions. Relatively little difference was observed between PECS and SGD conditions. Although findings were inconclusive, data patterns suggest that Phase II of the PECS training protocol is conducive to encouraging social-communicative behavior. Data for speech outcomes did not reveal any increases across participants, and no differences between treatment conditions were observed.

Transition Services for Youth with Autism: A Systematic Review.

Purpose As the number of individuals diagnosed with autism spectrum disorders (ASDs) rises, attention is increasingly focused on employment outcomes for individuals with ASD who are exiting public school settings. This review aimed to identify what works in transition programs to help students with ASD obtain competitive employment after graduation. Method Authors combed through the literature to find all research that could definitively identify interventions that predictably led to employment for transitioning youth. Results: While no definitive conclusions can be drawn based upon the current review, the authors identified qualitative research that addressed elements of potential successful employment placements for individuals with ASD. Discussion Future research efforts are needed to develop studies that utilize rigorous experimental designs to determine the relative effectiveness of the various interventions being utilized in transition programming for students with ASD. This review is published in its entirety in the Campbell Collaboration Library of Systematic Reviews.

Time post-onset does not affect response to treatment in patients with chronic aphasia ≥1 year after stroke

Time post-onset does not affect response to treatment in patients with chronic aphasia ̧1 year after stroke Oliver Wendt, Rajinder Koul, & Johanna M. Hassink(Commentary authors), Department of Educational Studies, and Department of Speech, Language, and Hearing Sciences, Purdue University, West Lafayette, Indiana, USA, and Department of Communication Disorders, Texas Tech Health Sciences Center, Texas Tech University, Lubbock, Texas, USA ...............................................................................................................................................

Facilitated communication is contraindicated as a treatment choice; a meta-analysis is still to be done1

Facilitated communication is contraindicated as a treatment choice; a meta-analysis is still to be done Ralf W. Schlosser & Oliver Wendt (Commentary authors), Department of Speech–Language Pathology and Audiology, Northeastern University, Boston, MA, USA and Department of Educational Studies and School of Speech, Language, and Hearing, Purdue University, West Lafayette, IN, U.S.A. ...............................................................................................................................................

PECS has empirical support, but limitations in the systematic review process require this conclusion to be interpreted with caution

PECS has empirical support, but limitations in the systematic review process require this conclusion to be interpreted with caution Anu Subramanian & Oliver Wendt (Commentary authors) Department of Speech, Language and Hearing Sciences, Purdue University, West Lafayette, IN, USA, and Department of Educational Studies and Department of Speech, Language, and Hearing Sciences, Purdue University, West Lafayette, IN, USA .............................................................................................................

Recommended practices for teaching assistive technology use to infants and young children with low incidence disabilities seem to have little empirical support but methodological concerns limit the validity of this review1

Nine group studies, ten single-subject experimental studies and four descriptive studies/case reports met all criteria for inclusion. The participants included in these studies presented with a variety of different disabilities. Most often a developmental disability such as autism, cerebral palsy, Down’s syndrome, or mental retardation was noted; some participants had speech and language impairments, and two studies included children without disabilities. The studies also differed widely in the major types of interventions studied (see major outcomes above), and even within these primary AT categories, a variety of different outcomes were investigated (e.g., computer use was evaluated for effects on social interaction, computer-based versus traditional instruction, and general computer literacy). As a whole, the studies reported improvements in the use of the different AT types, showing that young children and infants can successfully be taught to apply AT and suggesting that positive effects on many other outcomes (e.g., communicative or social interactions, computer competence, etc.) may exist. Study results were summarized in a narrative manner; a quantitative evaluation of study outcomes evidence within this framework. Level 3 evidence relates to studies where one or more comparisons are retrospective in nature. Level 4 evidence studies, which lack comparison groups or conditions. Level 5 evidence includes all types of non-experimental research that indicate the possibility of a relationship between interventions and outcomes.

The efficacy of the cycles approach: A multiple baseline design

UNLABELLED The purpose of this study was to evaluate the efficacy of the Cycles Phonological Remediation Approach as an intervention for children with speech sound disorders (SSD). A multiple baseline design across behaviors was used to examine intervention effects. Three children (ages 4;3 to 5;3) with moderate-severe to severe SSDs participated in two cycles of therapy. Three phonological patterns were targeted for each child. Generalization probes were administered during baseline, intervention, and follow-up phases to assess generalization and maintenance of learned skills. Two of the three participants exhibited statistically and clinically significant gains by the end of the intervention phase and these effects were maintained at follow-up. The third participant exhibited significant gains at follow-up. Phonologically known target patterns showed greater generalization than unknown target patterns across all phases. Individual differences in performance were examined at the participant level and the target pattern level. LEARNING OUTCOMES The reader will be able to: (1) enumerate the three major components of the cycles approach, (2) describe factors that should be considered when selecting treatment targets, and (3) identify variables that may affect a childs outcome following cycles treatment.