This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Schirmer, B. R. Articles by Williams, C. Search for Related Content Social Bookmarking                         What's this?

Evidence-Based Practices Are Not Reformulated Best Practices

A Response to Martindale's "Children With Significant Hearing Loss: Learning to Listen, Talk, and Read—Evidence-Based Best Practices"

University of Detroit, Michigan

Cheri Williams

University of Cincinnati, Ohio

Communication Disorders Quarterly's special series on evidence-based practices and, specifically, Martindale's article on evidence-based practices in learning to listen, talk, and read among children with significant hearing loss appear to confuse best practices with evidence-based practices and, perhaps more serious, offer little evidence for either. Although the case may be made that evidence-based practices are best practices, best practices are not evidence-based practices unless identified through evaluation of research with criteria agreed on by the research community.

Key Words: deaf • hard of hearing • exceptionalities • evidence-based practices • literacy

Communication Disorders Quarterly, Vol. 29, No. 3, 166-168 (2008)
DOI: 10.1177/1525740108320354


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?