Research QUIZ 1

why is research important in CSD

it involves contributing to the professional pool of knowledge about treatment of clients

emphasis on ______________

evidence based practice

what does research strengthen

our credibility and viability

How many ASHA members do we have currently

198000

educators are the __________, and clinicians are the ______________

minority, majority

______% deal directly in clinical activity

85%

_____% report their main activity as research

0.8%

Sound clinical practice should be based on relevant _________ and _____________

basic and applied research

what is basic research

goal is the advancement of knowledge for its own sake. we do the research b/c we like to know the answer

what is applied research

specific problem leads us to look for a specific solution

clincians need to have enough familiarity with research to _______________________________________________

judge whether claims are reasonable

- should have first hand experience with research during graduate education

How does our field advance

through good cooperation between clinicians and researchers

what is the clinicians perspective

research does not attend to relevant issues pertaining to the day-to-day needs of the clinicians

what is the researchers perspective

clinicians have no understanding of the importance of a sound scientific basis

what is research

research is the gathering of a information that you need to answer a question or solve a problem

(finding an answer)

the new knowledge depends on which __________ you ask and which you do not ask.

questions

the ________________ as a systematic, empirical, controlled and critical examination of hypothetical prepositions

scientific approach

What is the scientific method

1. define the question

2. gather information and resources

3. form hypothesis

4. perform experiment and collect data

5. analyze data

6. interpret data and draw conclusions that serve as a starting point for new hypothesis

7. publish results

8. retest (frequently done by other scientists)

classification of research into specific categories is not easy because ____________________________

there are a number of different research strategies

what are the 3 categories of methods

-descriptive

-correlational

-experimental

-(survey research)

what kind of research is descriptive usually

basic

what kind of research is correlational and experimental usually

applied

descriptive research is designed to ____________________

systematically describe situations or events as they naturally occur.

decriptive research is a type of research in which the distributions of selected dependent variables is _________________

observed and recorded

descriptive research is also sometimes called _____________ or ____________ research

normative or developmental

developmental (descriptive) research that focuses on change overtime may be ____________, ___________, or ________________

cross-sectional, longitudinal, or semi longitudinal

exploratory research is designed to examine how one event or events ______________________________

relate to other factors

______________ research is used to determine possible relationships among factors

correlational

exploratory research is being used more often for making ________

clinical decisions

experimental research involves

the independent variable controlled to measure its effect on the dependent variables

experimental resarch is used to examine possible _____________________ relationships

cause and effect

which type of research is considered to be the best and most powerful research design

experimental research

what are the 3 characteristics of experimental research

1. manipulation

2. control

3. randomization

what is manipulation

the experimenter does something to at least some of the subjects in the study (using intervention)

what is control

the experimenter introduces 1 or more control over the experimental situation, including the use of a control group (group with no intervention)

what is randomization

the experimenter assigns subjects to a control or experimental group on a random bias

What can survey research often be used with

descriptive, exploratory, and experimental research

what are the types of surveys

controlled observation, mail questionnaire, panel, personal interview questionnaire, and telephone interviews

what is the most powerful type of survey data and why?

personal interview because cooperation can be encouraged which improves response rate and better quality of data.

what does basic research focus on

answering important questions or deciphering the laws of nature

what does applied research employ

the answers to the basic questions of further research to practical problems such as questions involving clinical practice

Applied or basic?

the efficacy of outpatient and community based aphasia group interventions

applied

Applied or basic?

non-word repetition performance in korean english bilingual children

basic

Applied or basic?

the relationship between gender, receptive vocabulary, and literacy from school entry through to adulthood

basic

Applied or basic?

the pragmatic language abilities of children with ADHD following a play-based intervention involving peer-to-peer

applied

variables are any observation that can take different __________

values

how should we design experiements

so that changes to one item cause something else to vary in a predictable way

What might include qualitative variables

the sex of the individual

the disorder of the individual has been diagnosed as having

the type of clinical management selected for particular patients

what are quantitative variables

such as intelligence (IQ) can be measured quantitatively or numerically

what are discrete quantitative variables

not expressed in decimals or fractions

ex: the number of subjects, the number of times treatment is administered

what are continuous variables

expressed in any numerical value including fractions

what is a dependent variable

sometimes called the outcome and are the effect of unknown etiology(ies): OUTCOME VARIABLE

what is an independent variable

it explains the dependent varible

PREDICTOR VARIABLE

what is a variable

any observation that can take different values

what is an attribute

a specific value on a variable

explain the variable and attribute:

qualitative- Gender, disorder, type of tx

ex:

variable: sex or gender

attribute: female or male

what is an extraneous variable

any factor that is not directly related to the purpose of the study, but may affect the dependent variable

what happens when extraneous variables are not controlled

They can have a confounding influence on the indpendent variable

what are the several methods for control of variables

- random assignment of subjects

- use of a control group

- a well-defined research protocol

- blinding

what does a control group do

control groups receive no treatment vs. experimental groups receiving the "new" treatment

or

control groups may receive the "standard" treatment vs experimental groups receiving the "new" treatment

what is random assignment of subjects

each subject has the equal chance of being assigned to any group

when is randomized sampling not ideal

in clinical research for SLP often using small numbers

what is blinding

to avoid possibly consciously or unconsciously influencing the performance of a subject or recording of data by a researcher

what is a double blind study

neither the subjects or the investigators are aware of the identity of the treatment groups until after the data are collected

what is a single blind study

participants don't know what group they are in

what is the starting point for selecting a topic

curiosity

what leads clinicians to ask questions

clinical experiences

topics provide _____________________ to determine which area may be researched

a general foundation

a research question is usually answered in a ______________ ____________

single study

what process can be used to narrow the research question

a review of the literature

what method should be used for making a research question

the PICO method

what does PICO stand for

P- patient/population

I- intervention/treatment/exposure

C- comparison

O- outcome

why are hypotheses formulated

for the purpose of testing theories

what is a null hypothesis

it states that there is "no statistically significant difference" or "no statistically significant relationship" between groups or variables

what is a working or experimental hypothesis do

may simply ask a question: "is there a difference" or "is there a relationship" between groups or variables?

researchers attempt to __________________________________ leading to acceptance of the experimental hypothesis

reject the null hypothesis

what should a hypothesis include

a prediction of outcome

"Intervention dose frequency: Phonological generalization is similar regardless of schedule"

Methods: A multiple-baseline, single-participant experimental design involving 8 children with speech-sound disorders. Two conditions compared: therapy delivered twice per week for 10 weeks vs. four times per week for 5 weeks, with the same total number of sessions (twenty 50-minute sessions). Generalization was measured via "treated phoneme" and percent consonants correct (PCC) in untreated words, with group d-scores comparing conditions. Gains were similar across both schedules.

IV hinted by methods: Dose frequency of therapy (2×/week vs. 4×/week)

DV hinted by methods: Phonological generalization—e.g., treated phoneme accuracy and PCC in untreated words

"Intelligibility as a clinical outcome measure following intervention with children with phonologically based speech-sound disorders"

Methods: Fourteen children with phonological SSDs were randomly assigned to receive phonological therapy or articulation therapy. Intelligibility was assessed using a single-word identification task and a rating scale for continuous speech, judged by 21 unfamiliar adults. Only the phonological therapy group showed significant improvement.

IV: Type of therapy approach (phonological vs. articulation)

DV: Intelligibility (measured via word identification and continuous speech rating)

"Respiratory muscle strength training and neuromuscular electrical stimulation in subacute dysphagic stroke patients: a randomized controlled trial"

Methods: Sixty-two subacute dysphagic stroke patients were randomly placed into three groups: (1) standard swallow therapy alone, (2) standard therapy plus inspiratory/expiratory muscle training (IEMT), or (3) standard therapy plus sham IEMT and NMES (neuromuscular electrical stimulation). Outcomes included dysphagia severity (Penetration-Aspiration Scale) and respiratory muscle strength (maximal inspiratory/expiratory pressures), measured after the intervention and at 3-month follow-up.

IV: Treatment modality—standard therapy only vs. standard + IEMT vs. standard + sham IEMT + NMES

DVs: Dysphagia severity and respiratory muscle strength

"The Effects of Neuromuscular Electrical Stimulation on Swallowing Functions in Post-stroke Dysphagia: A Randomized Controlled Trial"

Methods: Thirty-four post-stroke dysphagic patients were randomized to (1) traditional dysphagia therapy (TDT) alone or (2) TDT plus NMES. Outcome measures included functional oral intake, dysphagia symptoms, swallowing- and voice-related quality of life, and penetration-aspiration/residue levels, assessed at baseline, immediately post-intervention, and at 3 months.

IV: Use of NMES in addition to traditional therapy (TDT alone vs. TDT + NMES)

DVs: Multiple swallowing-related functional metrics (FOIS, EAT-10, SWAL-QOL, VRQOL, penetration-aspiration/residue)

"Melodic Intonation Therapy in Chronic Aphasia: Evidence from a Pilot Randomized Controlled Trial"

Methods: A multicenter waiting-list RCT where chronic post-stroke aphasia patients received either 6 weeks of MIT (Melodic Intonation Therapy) immediately (experimental) or after a 6-week waiting period (control). Assessments at baseline (T1), after 6 weeks (T2), and 6 weeks later (T3) evaluated outcomes such as repetition of trained items, generalization to untrained items, and verbal communication. MIT had significant effects on trained item repetition, albeit short-lived.

IV: Timing of receiving MIT (immediate vs. delayed—waitlist control)

DVs: Improvement in repetition of trained items, generalization, and functional verbal communication

"Effects of melodic intonation therapy in patients with chronic nonfluent aphasia"

Methods: Open-label proof-of-concept study with 14 patients with nonfluent aphasia (large left-hemisphere lesions) undergoing intensive MIT—75 sessions of 1.5 hours each. Speech/language assessments occurred twice pre-therapy, mid-therapy, and twice post-therapy. Functional MRI pre- and post-therapy captured brain activation during vocalization tasks. Improvements were seen in speech output and right-hemisphere neural activation.

IV: Intensive Melodic Intonation Therapy administration (pre- vs. post-treatment periods)

DVs: Speech production improvements; brain activation changes on fMRI