A Clinician-Investigator Attempts to Facilitate Carryover of /s/ In the profession of speech-language pathology, master’s level clinicians are being encouraged to participate in clinical research to help keep inquiry in the field relevant and to provide accountability measures for employers. Student clinicians are trained in courses with textbooks that advocate clinical involvement in applied research (Hedge, 1987; McReynolds ... Clinical Exchange
Clinical Exchange  |   April 01, 1997
A Clinician-Investigator Attempts to Facilitate Carryover of /s/
 
Author Affiliations & Notes
  • Theresa A. Tabor
    South Vermillion School System, Clinton, IN
  • Georgia Hambrecht
    Indiana State University, Terre Haute, IN
  • Contact author: Theresa Tabor, 102 East South Street, Center Point, IN 47840.
    Contact author: Theresa Tabor, 102 East South Street, Center Point, IN 47840.×
Article Information
School-Based Settings / Research Issues, Methods & Evidence-Based Practice / Clinical Exchange
Clinical Exchange   |   April 01, 1997
A Clinician-Investigator Attempts to Facilitate Carryover of /s/
Language, Speech, and Hearing Services in Schools, April 1997, Vol. 28, 181-183. doi:10.1044/0161-1461.2802.181
History: Received January 12, 1996 , Accepted July 8, 1996
 
Language, Speech, and Hearing Services in Schools, April 1997, Vol. 28, 181-183. doi:10.1044/0161-1461.2802.181
History: Received January 12, 1996; Accepted July 8, 1996
In the profession of speech-language pathology, master’s level clinicians are being encouraged to participate in clinical research to help keep inquiry in the field relevant and to provide accountability measures for employers. Student clinicians are trained in courses with textbooks that advocate clinical involvement in applied research (Hedge, 1987; McReynolds & Kearns, 1983; Silverman, 1993). The clinician-researcher dichotomy, an emphasis on the differences between the roles, responsibilities, and training of clinicians and researchers is, for the most part, deemphasized.
Historically, a number of authors were concerned with who was qualified to do research (Costello, 1979; Douglass, 1983; Jerger, 1963; Ringel, 1972; Siegel & Spradlin, 1985). Jerger (1963)  embraced the dichotomy by writing that “research is the province of trained researchers, just as diagnosis and therapy are the province of trained clinicians” (p. 301). Siegel & Spradlin (1985)  agreed with Jerger, stating that the requirements of good therapy and good research are often different in critical ways. Costello (1979), on the other hand, believed that one cannot be effective as a researcher or clinician without being both.
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