Evidence-based practice in stuttering: Some questions to consider.
A recent forum in JFD (28/3, 2003) evaluated the status of evidence-based practice in fluency disorders, and offered recommendations for improvement. This article re-evaluates the level of support available for some popular approaches to stuttering therapy and questions the relative value placed on some types of programs endorsed by the forum. Evidence-based practice is discussed within the context of emerging concerns over its application to non-medical interventions and suggestions are made for grounding fluency interventions by reference to empirically supported principles of change. A popular, evidence-based intervention for stuttering in young children (the Lidcombe program) is evaluated within the suggested parameters.


OBJECTIVE
After reading this article, the reader will be able to: (1) evaluate the status of evidence-based practice in fluency disorders; (2) list concerns about the impact of narrow interpretation of EBP on research and practice in the field of fluency disorders and other non-medical domains; (3) articulate the role of theory and basic research in selecting among and evaluating therapy approach options.
Bernstein Ratner
Nan
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Department of Hearing and Speech Sciences, The University of Maryland, 0100 Lefrak Hall, College Park, MD 20742, USA. nratner@hesp.umd.edu
D019317:Evidence-Based Medicine / Q000379:methods*; D006801:Humans; D013070:Speech Therapy / Q000379:methods*; D013342:Stuttering / Q000175:diagnosis / Q000628:therapy*