Interview with AUCD’s Executive Director Andy ImparatoDescription
Description coming soon.
Evidence-based Practice: A Framework for Making Effective DecisionsDescription
Presenter: Timothy Slocum
Although the term “evidence-based practice” has become ubiquitous across disability disciplines, there is no common agreement about what it means. In this presentation, a definition of evidence-based practice will be offered. A rationale for this definition and a discussion of some of the main tenants of evidence-based practice will be presented. Evidence-based practice as a decision-making model features the relationships between the critical sources of influence and the chief responsibilities of evidence-based practitioners.
An Evidence-based Approach to the Assessment and Treatment of Pediatric Feeding DisordersDescription
Presenter: Rachel Stankey
The purpose of this session is to disseminate evidence-based strategies that can assist providers and caregivers in making decisions to improve feeding, eating, and mealtimes through appropriate assessment and intervention. The current research will be synthesized into a decision-making framework when assessing and treating feeding problems.
Inclusion of Students with Severe Disabilities: The Intersection Between Evidence-based Practice, Disability, and Valued OutcomesDescription
Presenters: Susan Marks and Jennifer Kirth
We believe that the value of inclusion must be the lens whereby evidence-based interventions are identified and developed in guiding education decisions. A framework for making educational decisions that support valued life outcomes will be presented. This approach is particularly useful for school teams working with students who have severe disabilities and can help guide school teams to develop programs for students within inclusive settings. Research on embedded instruction will be presented as a primary example of an evidence-based intervention for inclusive education.
Smooth Way Home: Transitioning from the NICU to Quality Services in the HomeDescription
Presenters: Penny Ratzan and Megan Wills
Babies discharged from the Newborn Intensive Care Unit (NICU) are over-represented in the population with developmental disabilities. It is important that these high risk babies and their families enjoy the benefit of services within a short period of time following their discharge from NICU. This session will feature a new model program that assists families in receiving early intervention services. The evidence for this model is limited, but promising.
Understanding and Evaluating the Best Available Evidence: A TutorialDescription
Presenter: Tim Slocum
In this breakout session, the construct of best available evidence will be unpacked to help practitioners understand their options when it comes to using evidence to inform decisions. Two dimensions of “bestness” will be introduced. Empirically supported intervention reviews will be delineated as a gold standard approach, but one that has several limitations. To complement empirically supported intervention reviews, narrative reviews, best practice committees, practice guides, and progress monitoring will be discussed. Moreover, research on different types of interventions (e.g., kernals, elements, and principles) will proposed as a useful resource when stronger evidence is unavailable or irrelevant.
Verbal Behavior and Language Interventions: Merging the Evidence from Applied Behavior Analysis and Speech Language PathologyDescription
Presenter: Trina Spencer
The purpose of this presentation is to offer a tutorial on verbal behavior and language as it relates to working collaborative and within an evidence-based practice framework. Definitions of verbal behavior and SLP theories of language development will be introduced. Methods of functional and structural measurement, teaching approaches that align with both SLP and behavior analytic philosophies, and a review of research from both disciplines will be presented.