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JCPSLP

Volume 17, Number 3 2015

143

communication needs: An exploration of current practice.

Child Language Teaching and Therapy

,

28

(3), 325–341.

Rush, D., Shelden, M., & Hanft, B. (2003). Coaching

families and colleagues: A process for collaboration in

natural settings.

Infants and Young children

,

16

(1), 33–47.

Spouse, J. (2001). Bridging theory and practice in

the supervisory relationship: a sociocultural perspective.

Journal of Advanced Nursing

,

33

(4), 512–522.

Speech Pathology Association of Australia Limited

(SPA). (2010).

Code of ethics

. Retrieved from http://

www.speechpathologyaustralia.org.au/library/Ethics/

CodeofEthics.pdf

Speech Pathology Association of Australia

Limited (SPA). (2007).

The role and value of

professional support. Position statement

. Retrieved

from

http://www.speechpathologyaustralia.org.

au/library/Supervision/PositionStatement%20_

RoleandValueofProfessionalSupport_March2014.pdf

Sussman, F., Honeyman, S., Lowry, L., & Drake, L.

(2013).

Making Hanen happen leader’s guide for More

than Words – The Hanen program for parents of children

with autism spectrum disorder

(3rd ed.). Toronto, Canada:

Hanen Centre.

Timplerley, H., Wilson, A., Barrar, H., & Fung, I. (2007).

Teacher professional learning and development: Best

evidence synthesis iteration

. Wellington, New Zealand:

Ministry of Education.

Webster-Stratton, C., Reid, J., & Marsenich, L. (2014).

Improving therapist fidelity during implementation of

evidence-based practices: Incredible Years Program.

Psychiatric Services

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(6). Retrieved from

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.

org/10.1176/appi.ps.201200177

Yoder, P., Fey, M., & Warren, S. (2012). Studying

the impact of intensity is important but complicated.

International Journal of Speech-Language Pathology

,

14

(5),

410–413.

Frost, L., & Bondy, A. (2002). PECS training manual.

Newark, DE: Pyramid Educational Consultants.

Hoffman, L., Ireland, M., Hall-Mills, S., & Flynn, P. (2013).

Evidence-based speech-language pathology practices

in schools: Findings from a national survey.

Language,

Speech and Hearing Services in Schools

,

44

, 266–280.

Hulleman, C. S., & Cordray, D.S. (2009). Moving from

the lab to the field: The role of fidelity and achieved relative

intervention strength.

Journal of Research on Educational

Effectiveness

,

2

, 88–10.

Kaderavek, J., & Justice, L. (2010). Fidelity: An essential

component of evidence-based practice in speech-language

pathology.

American Journal of Speech-Language

Pathology

,

19

, 369–379.

Kenny, B., & Block, S. (2014). Responsible and ethical

clinical practice. A framework for knowledge translation.

Journal of Clinical Practice in Speech-Language Pathology

,

16

(1), 37–40.

Joffe, V., & Pring, T. (2008). Children with phonological

problems: A survey of clinical practice.

International Journal

of Language and Communication Disorders

,

43

, 154–164.

Meyers, D., Durlak, J., & Wandersman, A. (2012). The

quality implementation framework: A synthesis of critical

steps in the implementation process.

American Journal of

Community Psychology

,

50

, 462–480.

Ministry of Education. (2013).

Communication practice

framework

. Wellington, New Zealand: Author.

O’Brian, S., Iverach, L., Jones, M., Onslow, M.,

Packman, A., & Menzies, R. (2013). Effectiveness of

the Lidcombe program for early stuttering in Australian

community clinics.

International Journal of Speech-

Language Pathology

,

15

(6), 593–603.

Onslow, M., Packman, A., & Harrison, E. (2003).

The

Lidcombe program of early stuttering intervention: A

clinician’s guide

. Austin TX: Pro-Ed.

Reilly, S. (2004). The challenges in making speech-

pathology practice evidence based.

Advances in Speech

Language Pathology

,

6

(2), 113–124.

Robey, R. (2004). A five-phase model for clinical-

outcome research.

Journal of Communication Disorders

,

37

, 401–411.

Roulstone, S. (2015). Exploring the relationship between

client perspectives, clinical expertise and research

evidence.

International Journal of Speech-Language

Pathology

, 17(3), 211–221.

Roulstone, S., Wren, Y., Bakopoulou, I., & Lindsay, G.

(2012). Interventions for children with speech, language and

Maryanne O’Hare

is a speech pathologist working in the

education sector in New Zealand.

Dr Elizabeth Doell

is a senior

lecturer and program co-ordinator for the Postgraduate Diploma in

Specialist Teaching at University of Canterburry, New Zealand.

Correspondence to:

Maryanne O’Hare

Speech and Language Therapy PG Program, Massey University

phone: + 64 272440495

email:

maryanne146@gmail.com