How Speech, Language, and Hearing Researchers Can Utilize Extant Databases to Address Clinically Relevant Questions
Evidence-based practice demands careful research, but how do busy professionals find the time? Increasingly, extant databases are used to accumulate knowledge and test hypotheses at more rapid rates. This program describes the process of conducting secondary analyses of existing databases to answer questions of relevance to speech and language development and disorders.
You will be able to:
- discuss school setting data regarding pre-K and K–12 students contained in ASHA’s National Outcomes Measurement System (NOMS)
- discuss the use of the Early Childhood Longitudinal Study-Kindergarten (ECLS-K) to accelerate speech-language-hearing research
- discuss the use of the Head Start Family and Children Experiences Survey (FACES) to investigate the home literacy environments of children from low-income families
- list the benefits of using language sample databases to aid the clinical management of children with language impairment
- discuss how the National Household Education Surveys Program database (NHES) might be used to address questions regarding literacy development
- describe a database that was created in the process of conducting a large scale epidemiologic study of specific language impairment (SLI)
- discuss the use of the National Longitudinal Survey of Youth 1979 Children’s database (CNLSY) to seek convergent evidence regarding genetic influences on reading, language, and mathematics
View the Table of Contents [PDF]
Instructor Disclosure: Not available. The content for this program was developed and published prior to the ASHA Continuing Education Board requiring instructional personnel to provide financial and nonfinancial disclosure statements.
1/21/2012 to 12/19/2014