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Swimming against the tide: Valuing both clinically informed experimentally controlled case series and randomised controlled trials in intervention research

Best, W; Sze, WP; Edmundson, A; Nickels, L; (2019) Swimming against the tide: Valuing both clinically informed experimentally controlled case series and randomised controlled trials in intervention research. Evidence-Based Communication Assessment and Intervention (In press).

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Abstract

Research into intervention with people with speech and language needs often takes the form of single case/case series experimental studies (SCEDs) or randomised controlled trials (RCTs). This paper explores the nature of these designs, including their strengths/weaknesses and highlights the value of understanding the intervention outcomes for individual participants. An online survey gathered information on speech and language therapists’ views on their use of the different research designs. We conclude that both research designs are used to inform practice. SCEDs, in particular, are used in developing theories of intervention and informing therapy with individuals. Sound experimental intervention studies of both designs are needed.

Type: Article
Title: Swimming against the tide: Valuing both clinically informed experimentally controlled case series and randomised controlled trials in intervention research
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Language and Cognition
URI: http://discovery.ucl.ac.uk/id/eprint/10074979
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