JCPSLP Vol 17 No 3 2015

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 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 , 65 (6). Retrieved from http://dx.doi. 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. 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 Speech Pathology Association of Australia Limited (SPA). (2007). The role and value of

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

143

JCPSLP Volume 17, Number 3 2015

www.speechpathologyaustralia.org.au