Evidence-based Special Education: Research Strategies in Child Language Intervention

Empirical research in the field of speech and language therapy (SLT) is increasingly influenced by the conceptual framework provided by so-called evidence based practice (EBP). In this paper, the underpinnings, aims, elements and pitfalls of the EBP-concept are summarized. The impact of the EBP-approach on political and administrational decisions which recently concern SLT practitioners, instructors and researchers alike are illustrated with reference to the German health system.Furthermore, it is discussed whether the dominating empirical approach in evidence based medicine, i.e. randomized controlled trials provide an adequate or even the only acceptable framework for collecting evidence in SLT as well. This discussion is related to therapy research on one of the most prevalent and relevant communication disorders in clinical practice and special education, i.e. specific language impairments in children.