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Course Syllabus

Course Information
Course Number/Section COMD 7339 (Class #21007) / AUD 7339 (Class #20953)
Course Title Evidence-based practice in communication disorders
Term Spring, 2011
Days & Times Monday, 2:00-4:45 p.m.
Location CD2J.204

Professor Contact Information


Professor Christine Dollaghan, PhD
Office Phone 214-905-3063
Email Address dollaghan@utdallas.edu
Office Location CDA.111
Office Hours Monday 12:00-2:00 or by appointment

Course Pre-requisites, Co-requisites, and/or Other Restrictions


Honest uncertainty about one or more aspects of clinical practice in communication disorders and a
willingness to think critically.

Course Description
This course concerns an expanded version of the framework known as evidence-based practice
(EBP), in which credible evidence derived from scientific research, from clinical practice, and from
patients themselves is identified and incorporated into clinical decision-making. Students will learn
how to ask strong and answerable questions about evidence, how to find potentially valuable
evidence, how to appraise evidence critically, and how to design, present and defend a strong and
credible study of their own.

This course is open to all graduate students; it has been designed to ensure that students in
audiology and speech-language pathology demonstrate required knowledge and skills as outlined
in the Standards and Implementation Guidelines for the Certificate of Clinical Competence in their
respective areas as described below. Note that the first class session will be on January 24, in
deference to the AuD curriculum and the university closing in honor of Martin Luther King
Jr. The course outline contains assignments to be completed and brought to class on 1/24.

Student Learning Objectives/Outcomes

1 Describe the origins, characteristics, strengths and limitations of evidence-based practice


(AUD Std IV-B15; SLP Std III-F)
2 Conduct efficient and effective electronic searches for external scientific evidence (AUD Std
IV-B15, E12; SLP Std III-F)
3 Define and apply the criteria for appraising the validity of evidence (AUD Std IV-B15, E12;
SLP Std III-F)
4 Define and apply the criteria for appraising the importance of evidence (AUD Std IV-B15,
E12; SLP Std III-F)
5 Describe a systematic approach to integrating evidence from external scientific research,
from clinical practice, and from patients into clinical decision-making (AUD Std IV-B15,
E12; SLP Std III-D, F)
6 Plan a research study consistent with EBP principles and criteria (AUD Std IV-B15; SLP Std
III-F)

Course Syllabus Dollaghan EBP in COMD/AUD Spring 2011 Page 1


Required Textbook

Dollaghan, C. A. (2007). The handbook for evidence-based practice in communication disorders.


Baltimore: Brookes. [Note: available in Callier library]

Additional Required Readings

Beeson, P. M. & Robey, R. R. (2006). Evaluating single-subject treatment research: lessons learned
from the aphasia literature. Neuropsychological Review, 16, 161-169.

Browning, G. G., Rovers, M. M., Williamson, I., Lous, J., & Burton, M. J. (2010). Grommets (ventilation
tubes) for hearing loss associated with otitis media with effusion in children (Review). The
Cochrane Library, 10, 1-45. Accessible at http://www.thecochranelibrary.com.

Coleman, C. I., Talati, R., & White, C. M. (2009). A clinician’s perspective on rating the strength of
evidence in a systematic review. Pharmacotherapy, 29, 1017-1029.

Ertmer, D. J., & Maki, J. E. (2000). A comparison of speech training methods with deaf adolescents:
spectrographic versus noninstrumental instruction. Journal of Speech, Language, and Hearing
Research, 43, 1509-1523.

Hardonk, S., Bosteels, S., Desnerck, G., Loots, G., Van Hove, G., Van Kerschaver, E., Vanroelen, C., &
Louckx, F. (2010). Pediatric cochlear implantation: a qualitative study of parental decision-making
processes in Flanders, Belgium. American Annals of the Deaf, 155, 339-352.

Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject
research to identify evidence-based practice in special education. Exceptional Children, 71, 165-79.

Honeth, L., Bexelius, C., Eriksson, M., Sandin, S., Litton, J. E., Rosenhall, U., Nyrén, O., & Bagger-
Sjöbäck, D. (2010). An internet-based hearing test for simple audiometry in nonclinical settings:
preliminary validation and proof of principle. Otology and Neurotology, 31, 708-14.

Neufeld A., Westerberg, B. D., Nabi, S., Bryce, G., & Bureau, Y. (2010). Prospective, randomized
controlled assessment of the short- and long-term efficacy of a hearing conservation education
program in Canadian elementary school children. The Laryngoscope, 00, 000-000. DOI:
10.1002/lary.21185.

O’Connor A. M. & Jacobsen, M. J. (2007). Decisional conflict: Supporting people experiencing


uncertainty about options affecting their health. Ottawa Hospital Research Institute (OHRI),
accessible at https://decisionaid.ohri.ca/ODST/pdfs/DC_Reading.pdf

Academic Calendar (tentative)

Date Topic Due at that class (email to instructor or bring to class session)

Jan 10 No class (AuD curriculum) ---

Jan 17 No class (MLK Jr holiday) Notes (important questions/comments) on text Chapters 1-4

Complete PubMed tutorial at


http://www.nlm.nih.gov/bsd.disted/pubmedtutorial/

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Jan 24 Questions and searches Conduct a search on a PICO question of your choice via
PubMed clinical query function; turn in your question,
a summary of your search results, and comments

Jan 31 Validity of evidence Notes on Horner et al., 2005

Find and describe a study with relatively good internal


validity, and a study with relatively poor internal validity;
contrast their strengths and weaknesses and describe how
the weaknesses could have been avoided

Feb 7 Importance of evidence Notes on Chapter 5 (pp. 47-62)


Notes on Beeson & Robey, 2006
Notes on Ertmer & Maki, 2000

Calculate the d value as in Beeson & Robey (pp. 164-5)


for the SD target data in Fig. 3, p. 1516 of Ertmer & Maki,
2000

Feb 14 Critical appraisal of Notes on Chapter 6 (pp. 63-80)


SRs and meta-analyses Notes on Chapter 8 (pp. 105-112)

Complete CASM form for Browning et al., 2010; explain


reasoning for each rating briefly(not just Yes-No)

Feb 21 Critical appraisal of Complete CATE form for Neufeld et al. 2010; explain
treatment evidence reasoning for each rating briefly

Feb 28 Critical appraisal of Notes on Chapter 7 (pp. 81-104)


diagnosis/screening
evidence Complete CADE form for Honeth et al., 2010; explain
reasoning for each rating briefly

Mar 7 Designing a research study P.A.C.E. abstract (200 words)

Mar 14 No class (spring break)

Mar 21 E2 and E3 Notes on Chapters 9 and 10 (pp. 113-131)

Questions, comments, links from Hardonk et al., 2010

Mar 28 Poster previews 1 Presentation of P.A.C.E. PICO(s), research design and


methods, emphasizing application of course content

Apr 4 Poster previews 2 Presentation of P.A.C.E. PICO(s), research design and


methods, emphasizing application of course content

Apr 11 Final poster presentations

Apr 18 Individual meetings Draft paper due (~10 pages, typewritten; see below)

Course Syllabus Dollaghan EBP in COMD/AUD Spring 2011 Page 3


Apr 22* P.A.C.E. event, 11:15-1:00 *Note that this is a Friday; plan ahead as it is mandatory

Apr 25 EBP and CPGs Notes on Coleman, 2009

May 2 Decision aids Notes on O’Connor & Jacobson, 2007

Notes on decision aid for hearing aids at


http://decisionaid.ohri.ca/AZinvent.php

May 9 Individual meetings Final paper due

Recommended sections for papers (papers should substantially exceed poster presentations)

I. Background and rationale, including at least one PICO question and a summary table
listing quality feature ratings from your critical appraisals of at least 5 key studies discussed
in your background and rationale
II. Planned methods (Participants, procedures, measures, analyses; include research design,
plans for sampling, reliability and validity of measures, alpha level, estimates of statistical
power, effect size, and sample size and discuss how you will avoid threats to internal
validity)
IV. Table/graph/text summarizing hypothetical results and resulting conclusion
V. References (American Psychological Association format)

Depending on the clarity and quality of the final paper you submit, you may be asked to revise it
during finals week before receiving a grade for the course.

Grading Policy
Grades will be determined according to the following elements:
50% Active participation in all class sessions, including attendance and timely, thoughtful
completion of assignments
25% Poster presentation
25% Paper

ASHA STANDARDS ADDRESSED IN THIS CLASS: How knowledge is conveyed and how
knowledge and skill acquisition will be demonstrated

Speech-language pathology Standard III-D


The applicant must possess knowledge of the principles and methods of prevention, assessment
and intervention for people with communication and swallowing disorders
Knowledge will be conveyed via class lectures and readings.
Acquisition will be demonstrated via class discussions and assignments.

Speech-language pathology Standard III-F


The applicant must possess knowledge of processes used in research and the integration of
research principles into evidence-based clinical practice
Knowledge will be conveyed via class lectures and readings.
Acquisition will be demonstrated via class discussions and assignments.

Audiology Standard IV-B15

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The applicant must demonstrate knowledge of principles and practices of research, including
experimental design, statistical methods, and application to clinical applications.
Knowledge will be conveyed via class lectures and readings.
Acquisition will be demonstrated via class discussions and assignments

Audiology Standard IV-E12


The applicant must have the knowledge and skills necessary to assess efficacy of interventions for
auditory and balance disorders
Knowledge will be conveyed via class lectures and readings.
Acquisition will be demonstrated via class discussions and assignments

Students will demonstrate the following skills:

1. Critically appraise external scientific evidence on diagnosis and screening


Measured by: assignments

2. Critically appraise external scientific evidence on treatment


Measured by: assignments

3. Critically appraise evidence from meta-analyses and systematic reviews


Measured by: assignments

4. Synthesize current best evidence on a clinical question


Measured by: poster presentation and paper

5. Use principles of evidence-based practice to design a study of a clinical question


Measured by: poster presentation and paper

Course Policies

Extra Credit
Extra credit will not be offered.

Late Work
Late work will not be accepted.

Class Attendance
Required for all sessions.

Field Trip Policies / Off-Campus Instruction and Course Activities

Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University policies
and procedures regarding travel and risk-related activities. Information regarding these rules and regulations
may be found at the website address http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm.
Additional information is available from the office of the school dean. Below is a description of any travel and/or
risk-related activity associated with this course.

Student Conduct & Discipline

The University of Texas System and The University of Texas at Dallas have rules and regulations for
the orderly and efficient conduct of their business. It is the responsibility of each student and each
student organization to be knowledgeable about the rules and regulations which govern student

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conduct and activities. General information on student conduct and discipline is contained in the
UTD publication, A to Z Guide, which is provided to all registered students each academic year.

The University of Texas at Dallas administers student discipline within the procedures of recognized
and established due process. Procedures are defined and described in the Rules and Regulations,
Board of Regents, The University of Texas System, Part 1, Chapter VI, Section 3, and in Title V, Rules on
Student Services and Activities of the university’s Handbook of Operating Procedures. Copies of these
rules and regulations are available to students in the Office of the Dean of Students, where staff
members are available to assist students in interpreting the rules and regulations (SU 1.602,
972/883-6391).

A student at the university neither loses the rights nor escapes the responsibilities of citizenship. He
or she is expected to obey federal, state, and local laws as well as the Regents’ Rules, university
regulations, and administrative rules. Students are subject to discipline for violating the standards of
conduct whether such conduct takes place on or off campus, or whether civil or criminal penalties
are also imposed for such conduct.

Academic Integrity

The faculty expects from its students a high level of responsibility and academic honesty. Because
the value of an academic degree depends upon the absolute integrity of the work done by the student
for that degree, it is imperative that a student demonstrate a high standard of individual honor in his
or her scholastic work.

Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to
applications for enrollment or the award of a degree, and/or the submission as one’s own work or
material that is not one’s own. As a general rule, scholastic dishonesty involves one of the following
acts: cheating, plagiarism, collusion and/or falsifying academic records. Students suspected of
academic dishonesty are subject to disciplinary proceedings.

Plagiarism, especially from the web, from portions of papers for other classes, and from any other
source is unacceptable and will be dealt with under the university’s policy on plagiarism (see general
catalog for details). This course will use the resources of turnitin.com, which searches the web for
possible plagiarism and is over 90% effective.

Email Use

The University of Texas at Dallas recognizes the value and efficiency of communication between
faculty/staff and students through electronic mail. At the same time, email raises some issues
concerning security and the identity of each individual in an email exchange. The university
encourages all official student email correspondence be sent only to a student’s U.T. Dallas email
address and that faculty and staff consider email from students official only if it originates from a
UTD student account. This allows the university to maintain a high degree of confidence in the
identity of all individual corresponding and the security of the transmitted information. UTD
furnishes each student with a free email account that is to be used in all communication with
university personnel. The Department of Information Resources at U.T. Dallas provides a method for
students to have their U.T. Dallas mail forwarded to other accounts.

Withdrawal from Class

The administration of this institution has set deadlines for withdrawal of any college-level courses.
These dates and times are published in that semester's course catalog. Administration procedures
must be followed. It is the student's responsibility to handle withdrawal requirements from any
class. In other words, I cannot drop or withdraw any student. You must do the proper paperwork to

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ensure that you will not receive a final grade of "F" in a course if you choose not to attend the class
once you are enrolled.

Student Grievance Procedures

Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of
the university’s Handbook of Operating Procedures.

In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of
academic responsibility, it is the obligation of the student first to make a serious effort to resolve the
matter with the instructor, supervisor, administrator, or committee with whom the grievance
originates (hereafter called “the respondent”). Individual faculty members retain primary
responsibility for assigning grades and evaluations. If the matter cannot be resolved at that level, the
grievance must be submitted in writing to the respondent with a copy of the respondent’s School
Dean. If the matter is not resolved by the written response provided by the respondent, the student
may submit a written appeal to the School Dean. If the grievance is not resolved by the School Dean’s
decision, the student may make a written appeal to the Dean of Graduate or Undergraduate
Education, and the deal will appoint and convene an Academic Appeals Panel. The decision of the
Academic Appeals Panel is final. The results of the academic appeals process will be distributed to all
involved parties.

Copies of these rules and regulations are available to students in the Office of the Dean of Students,
where staff members are available to assist students in interpreting the rules and regulations.

Incomplete Grade Policy

As per university policy, incomplete grades will be granted only for work unavoidably missed at the
semester’s end and only if 70% of the course work has been completed. An incomplete grade must
be resolved within eight (8) weeks from the first day of the subsequent long semester. If the
required work to complete the course and to remove the incomplete grade is not submitted by the
specified deadline, the incomplete grade is changed automatically to a grade of F.

Disability Services

The goal of Disability Services is to provide students with disabilities educational opportunities equal
to those of their non-disabled peers. Disability Services is located in room 1.610 in the Student
Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and Wednesday, 8:30
a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m.

The contact information for the Office of Disability Services is:


The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)

Essentially, the law requires that colleges and universities make those reasonable adjustments
necessary to eliminate discrimination on the basis of disability. For example, it may be necessary to
remove classroom prohibitions against tape recorders or animals (in the case of dog guides) for
students who are blind. Occasionally an assignment requirement may be substituted (for example, a
research paper versus an oral presentation for a student who is hearing impaired). Classes enrolled
students with mobility impairments may have to be rescheduled in accessible facilities. The college
or university may need to provide special services such as registration, note-taking, or mobility
assistance.

It is the student’s responsibility to notify his or her professors of the need for such an
accommodation. Disability Services provides students with letters to present to faculty members to

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verify that the student has a disability and needs accommodations. Individuals requiring special
accommodation should contact the professor after class or during office hours.

Religious Holy Days

The University of Texas at Dallas will excuse a student from class or other required activities for the
travel to and observance of a religious holy day for a religion whose places of worship are exempt
from property tax under Section 11.20, Tax Code, Texas Code Annotated.

The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding
the absence, preferably in advance of the assignment. The student, so excused, will be allowed to
take the exam or complete the assignment within a reasonable time after the absence: a period equal
to the length of the absence, up to a maximum of one week. A student who notifies the instructor and
completes any missed exam or assignment may not be penalized for the absence. A student who fails
to complete the exam or assignment within the prescribed period may receive a failing grade for that
exam or assignment.

If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of
observing a religious holy day] or if there is similar disagreement about whether the student has
been given a reasonable time to complete any missed assignments or examinations, either the
student or the instructor may request a ruling from the chief executive officer of the institution, or his
or her designee. The chief executive officer or designee must take into account the legislative intent
of TEC 51.911(b), and the student and instructor will abide by the decision of the chief executive
officer or designee.

Off-Campus Instruction and Course Activities

Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University
policies and procedures regarding travel and risk-related activities. Information regarding these
rules and regulations may be found at the website address given below. Additional information is
available from the office of the school dean.
(http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm)

These descriptions and timelines are subject to change at the discretion of the Professor.

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