Checks and Balances Keeping the Science in Our Profession Research to Practice
Research to Practice  |   January 1999
Checks and Balances
 
Author Notes
  • Corresponding author: e-mail: kennapel@cc.wwu.edu
  • © American Speech-Language-Hearing Association
Article Information
Professional Issues & Training
Research to Practice   |   January 1999
Checks and Balances
Language, Speech, and Hearing Services in Schools, January 1999, Vol. 30, 98-107. doi:10.1044/0161-1461.3001.98
History: Received June 1, 1998 , Accepted September 11, 1998
 
Language, Speech, and Hearing Services in Schools, January 1999, Vol. 30, 98-107. doi:10.1044/0161-1461.3001.98
History: Received June 1, 1998; Accepted September 11, 1998

Kamhi (1999) suggests that clinicians may choose to use an intervention approach "because it works" rather than relying on their theory of language learning. This suggestion spawned a number of concerns, including who the scientists in our field are, whether our professional definition of language is used in our language theories and intervention approaches, and what we say the "best" intervention is. In this article, these issues are discussed as discrepancies, along with some suggestions for addressing these gaps, in order to integrate science into all of our professional endeavors.

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