PPT-The 5 A’s: An Evidence-Based Assessment & Interventio

Presented August 2011 by Katherine M Dollar PhD and Laura Wray PhD Based on slides developed by Christopher Hunter PhD ABPP DoD Program Manager for Behavioral Health in Primary Care and . Looking Back and Forward. Thomas . Rundall. , PhD. University of California, Berkeley. Topics for Today’s Presentation. Looking Back: The Emerging Field of . EBMgt. The Origins of the Modern Era. Some Features of the Fields From Which . Barbara Walker, Ph.D.. Clinical Professor, Department of Psychology. Professor, Department of Family Medicine. University of Colorado, Denver. Jeffrey L. Goodie, Ph.D., ABPP/ LCDR, USPHS. Assistant Professor of Family Medicine. John Hunsley. hunch@uottawa.ca. OVERVIEW . What Is Evidence-Based Psychological Practice (EBPP). Evidence-base practice, empirically supported treatments, clinical practice guidelines. Examining the research evidence. By Mary Butler. Evidence Based Practices. Definition:. A progressive, organizational use of direct, current scientific evidence to guide and inform efficient and effective correctional services.. CASE PLAN. What Does it Mean to be Evidence Based?. Evidence-based practices are becoming . a requirement . in corrections. Unfortunately, the term ". evidence based. " has been claimed by many programs that do not in fact meet the criteria for . and Title II, Part A. Caitlin Beatson . | . Office . of Educator Effectiveness. Nathan Williamson . | Office . of Title Grants and Support. Agenda. Introduction. Self-assessment. New opportunities. Overview of Evidence-Based Practice. Evidence-based practice (EBP) was introduced in the 1970s by Dr. Archie Cochrane.. Dr. Cochrane focused on critical review of research (emphasis on RCTs) to improve medical practice.. Janet Patterson, Ph.D., CCC-SLP. VA Northern California Healthcare System. Martinez CA. and. California State University East Bay. Hayward CA. Objectives. Define Evidence-based Practice and identify a system for evaluating the strength of the evidence. \4\2019. 4. th stage . By Dr Muslim . N.Saeed. . 1. Learning Objectives. To discuss the relevance of Evidence-Based Medicine. To define Evidence-Based Medicine. To list the different levels of evidence . Goal Writing for the Speech-Language Pathologist and Special Educator is a practical guide on how to \'bridge the gap\' between the ability to assess, interpret, and analyze assessment information in order to derive functional goals for intervention. Contributed by experts in the field, this resource is appropriate for both novice and experienced clinicians in the field of Speech-Language Pathology and Special Education, as well as students learning to develop and write functional goals for different disorders and populations. Case scenarios available with each chapter provide real-world context for how to develop goals from the assessment process.Unit A Writing Goals: The BasicsChapter 1 The Elements of Goal WritingChapter 2 Historical Perspective of Goal Writing and Contemporary PracticeUnit B Writing Goals in Speech-Language Pathology, Aural Rehabilitation(AR)/Habilitation, and Special EducationChapter 3 Language Disorders in ChildrenChapter 4 Speech Disorders in ChildrenChapter 5 Pediatric Feeding and Swallowing DisordersChapter 6 Adult DysphagiaChapter 7 Adult Neurogenic Communication DisordersChapter 8 Augmentative and Alternative Communication (AAC)Chapter 9 Aural Rehabilitation (AR)/ HabilitationChapter 10 Fluency DisordersChapter 11 Voice DisordersChapter 12 Reading Disabilities: Skill Development throughAssessment, Goals, and Strategic InstructionChapter 13 Writing DisordersChapter 14 Math Disabilities: Skill Development throughAssessment, Goals, and Strategic Instruction Goal Writing for the Speech-Language Pathologist and Special Educator is a practical guide on how to \'bridge the gap\' between the ability to assess, interpret, and analyze assessment information in order to derive functional goals for intervention. Contributed by experts in the field, this resource is appropriate for both novice and experienced clinicians in the field of Speech-Language Pathology and Special Education, as well as students learning to develop and write functional goals for different disorders and populations. Case scenarios available with each chapter provide real-world context for how to develop goals from the assessment process.Unit A Writing Goals: The BasicsChapter 1 The Elements of Goal WritingChapter 2 Historical Perspective of Goal Writing and Contemporary PracticeUnit B Writing Goals in Speech-Language Pathology, Aural Rehabilitation(AR)/Habilitation, and Special EducationChapter 3 Language Disorders in ChildrenChapter 4 Speech Disorders in ChildrenChapter 5 Pediatric Feeding and Swallowing DisordersChapter 6 Adult DysphagiaChapter 7 Adult Neurogenic Communication DisordersChapter 8 Augmentative and Alternative Communication (AAC)Chapter 9 Aural Rehabilitation (AR)/ HabilitationChapter 10 Fluency DisordersChapter 11 Voice DisordersChapter 12 Reading Disabilities: Skill Development throughAssessment, Goals, and Strategic InstructionChapter 13 Writing DisordersChapter 14 Math Disabilities: Skill Development throughAssessment, Goals, and Strategic Instruction Rev. ed. of: Cognition and occupation across the life span, 2nd ed. 2005. Samuel L. Odom. University of North Carolina. Preview of Presentation. Increase in ASD prevalence creates demand for services. Comprehensive . t. reatment models . Comparison of two comprehensive treatment models for preschool children. in Eliminating . C. linical . W. aste and . Improving Outcomes. . Margaret-Mary G. Wilson, MD, MBA, MRCP, FNMP. Chief Medical Officer & . Senior Vice President, . UnitedHealthcare . Global. 2. Employer & Individual.