Evidence Based Assessment Of Learning Disabilities

Given the varying methods used to determine the presence of a specific learning disability, what conclusions might the team draw from the Response to Intervention description and the

While this structure provides a starting point for the critique of evidence strength, the prudent evaluation and, subsequent, translation into practice guidelines requires further consideration (Greenhalgh, 2010). Research can be scrutinized into measures of quality. John Hopkins Hospital grades evidence on a high to low scale, A through C, based on criteria including consistency of results, reproducibility of findings, sample size of study, level of study control, organizational design, and expert opinion (Newhouse, Dearholt, Poe, Pugh, & White, 2005). Using this evaluation tool, an A score would result in a recommendation for clinical practice while a score of C should alert the clinician to a low quality of research and should not be incorporated into practice guidelines (Newhouse et al., 2005).

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The Johns Hopkins Nursing Evidence-Based Practice model (JHNEBP) is an evidence-based practice model (EBP) created by the health professionals of Johns Hopkins Hospital, and the nursing school at Johns Hopkins University (Schaffer, Sandau, & Diedrick, 2013). It was designed as a strategy to promote EBP and EBP projects that introduced and fostered EBP skills in nurses at all levels (Shivnan, 2011). The model serves as a tool to assist nurses with at the bedside care decisions (Schaffer et al., 2013). Reported in 2011, 80 hospitals and nursing schools have used this model (Shivnan, 2011). JHNEBP consists of three main phases: Practice, Evidence and Translation (Schaffer et al., 2013).

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students with LD is especially difficult because of the heterogeneous nature of this population, which makes it difficult to group these students by characteristics of their disability…” (Lai). If the state testing can not adequately match LD students with the correct accommodations the state test is useless. If students cannot receive the correct accommodation the results of their test are inaccurate because they truly do not reflect what they can do because of a disability affecting them. The state needs to come up with better accommodations because without them the students with LD are not receiving the sufficient support needed to fairly pass these test.

Analyzing and interpreting both of these tools were interesting yet challenging. The AACN Levels of Evidence was very specific in what each classification entailed and was extremely easy to understand. The hardest part of using the tool was determining what type of research study was performed in the article. Each category in the first tool (AACN) precisely described what the evidence-based practice (EBP) article needed to qualify. The ONS PEP schema tool appeared to be clear and easy to understand until it came to grading the provided article. Each ONS PEP category seemed to be very similar in

At the completion of the search and evaluation process there were approximately 15 articles that met the inclusion criteria of being published within the past ten years, in the English language, and being relevant to a project that aimed

Brownson, R. C., Fielding, J. E., & Maylahn, C. M. (2009). Evidence-based public health: A

Evidence papers were evaluated by using the CASP tool, which systematically evaluates clinical research papers (Stevens,

The big idea of “How to Read a Paper: The Basics of Evidence-Based Medicine” is that it describes the different types of clinical research reporting, and explains how to critically appraise the publications. The book provides the tools to find and evaluate the literature, and implement the findings in an evidence-based, patient-centered way. It is written for anyone in the health care professions who has little or no knowledge of evidence-based medicine; it provides a clear understanding of the concepts and how to put them into practice at the basic, clinical level.

Systematic reviews and meta-analysis are considered forms of evidence-based practice (EBP). EBP is the process of integrating the best evidentiary information available with scientific expertise (97, 98). Gibbs describes EBP as (1) being driven by values of putting forth best practices by the researcher; (2) establishing a well-defined question that guides the research for best practices; (3) exploring and exhausting the literature to answer issues in question; (4) critically appraising the evidence found for validity and worth; (5) applying the evidence to policy or practice; (6) evaluating the effectiveness of the application; and (7) disseminating the results (99). In this case, there are no published systematic reviews on the association

Growing up with two siblings who are both handicapped has influenced me most as a person and student. My older sister Alex, who is 31, has cerebral palsy which impairs her both mentally and physically. This disability leaves her unable to care for herself and makes it hard to accomplish the most basic tasks that some take for granted like eating a meal or holding a conversation. My younger brother Harry, age 27, was diagnosed with severe learning disability as a child. He lives in Boston and works a part time job (stop and shop) but is heavily dependent on my parents to support him. Additionally, his potential for higher learning and employment is bleak.

Each selected article was assessed for quality completed separately by the previous two authors using the Cochrane Back Review Group risk of bias criteria; greater than 6/12 indicated high quality or low risk of bias.8 The results from this assessment were included in the meta-analysis, in addition to another table with each study’s characteristics and results.

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