Epilogue: Developing Evidence-Based Practices and Research Collaborations in School Settings Oliver Wendell Holmes, Jr. once said, “A mind that is stretched by a new experience can never go back to its old dimensions” (n.d.). The hope is that, after reading this collection of articles, readers will take these “new experiences” and move forward into new dimensions, keeping in mind ... Clinical Forum
Clinical Forum  |   July 01, 2001
Epilogue: Developing Evidence-Based Practices and Research Collaborations in School Settings
 
Author Affiliations & Notes
  • Kenn Apel, PhD
    Western Washington University, Bellingham
  • Contact author: Kenn Apel, PhD, Department of Communication Sciences and Disorders, Western Washington University, Parks Hall, Room 17, Bellingham, WA 98225-9078.
    Contact author: Kenn Apel, PhD, Department of Communication Sciences and Disorders, Western Washington University, Parks Hall, Room 17, Bellingham, WA 98225-9078.×
  • Corresponding author: e-mail: Kenn.Apel@wwu.edu
Article Information
School-Based Settings / Research Issues, Methods & Evidence-Based Practice / Clinical Forum: Evidence-Based Practice and Research Collaborations
Clinical Forum   |   July 01, 2001
Epilogue: Developing Evidence-Based Practices and Research Collaborations in School Settings
Language, Speech, and Hearing Services in Schools, July 2001, Vol. 32, 196-197. doi:10.1044/0161-1461(2001/018)
History: Received March 11, 2001 , Accepted March 24, 2001
 
Language, Speech, and Hearing Services in Schools, July 2001, Vol. 32, 196-197. doi:10.1044/0161-1461(2001/018)
History: Received March 11, 2001; Accepted March 24, 2001
Web of Science® Times Cited: 2
Oliver Wendell Holmes, Jr. once said, “A mind that is stretched by a new experience can never go back to its old dimensions” (n.d.). The hope is that, after reading this collection of articles, readers will take these “new experiences” and move forward into new dimensions, keeping in mind the federal regulations and professional guidelines that require thinking in new ways. This change in thinking might entail an increased awareness of how the bilingual language learning experience influences the phonological systems of both languages in children who are Spanish-English speakers and the implications of these findings for the development of more appropriate assessment approaches. It may be that readers develop a better appreciation for the linguistic knowledge base they bring to spelling assessment and intervention. Readers also may strengthen their understanding of and interest in furthering the science of the discipline through researcher-clinician partnerships or descriptive case studies. All of these possibilities likely reflect changes in the clinical services speech-language pathologists provide in the school setting. In addition to these areas of change, there is one more area in which the authors of this forum are contributing to changes within the discipline: conducting research to guide evidence-based clinical practices.
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