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In this article, a model of evidence-based practice is presented that engaged graduate students and instructors from the discipline of communication sciences and disorders (CSD) in evidence-based education through the use of the scholarship of teaching and learning (SoTL). This article can serve as a starting point for other instructors interested in engaging in SoTL in their own CSD classrooms.

This exploratory pilot study was focused on the effectiveness of using a parent mediated activity-based intervention approach to promote joint attention and stress-free social communicative interactions between a toddler with autism and his mother. Treatment sessions included activities in which the child interacted both with his parent and with an interventionist. Results indicated that teaching this mother how to use the intervention approach to establish joint attention in everyday activities resulted in improved social communicative interactions between the parent and child and reduced stress levels. Generalization of joint attention behaviors to different settings was observed, however, the child responded less consistently to the interventionist than to his mother. No significant improvement in the child’s overall language abilities occurred.

Speech-language pathologists are faced with an increasing demand to conduct language and literacy assessments for children who are from cultures different from their own. Cross-cultural assessment is challenging. This article outlines the conditions necessary for successful implementation of culturally appropriate models of assessment. Alternative approaches to assessment are proposed that will guide speech-language pathologists about where, when, and how to assess children. Embedded approaches, authentic approaches, mediated approaches, and comprehensive models offer the speech-language pathologist the option of using assessment activities which can be adapted to match the needs of the child being assessed. And finally, ideas for family-professional collaboration in the assessment of young children's language and literacy development are provided.