Where and How Do I Begin Research in Speech-Language Pathology and Audiology?
The question about “Where and how do I begin doing research?” is often posed by students and practitioners in speech-language pathology (SLP) and audiology (AUD). Initially, this process may be overwhelming and confusing. However, it is vital for SLPs and AUDs to understand, consume, and conduct research for the advancement of their professions. Research is an important and exciting process that can lead to validating current theories and practices and also result in new discoveries. The fourth edition of Clinical Research Methods in Speech-Language Pathology and Audiology from Plural Publishing provides a novice or experienced researcher with guidance and many valuable resources. This is the first time a professor of audiology, Dr. Jeremy Donai, is a co-author of this commonly used textbook. We welcome and are fortunate to have Dr. Donai’s experience and expertise!
What types of research are there? How do I know if these are ethical? These are particularly important questions. There is a large variety of research methods that usually fall into 3 major categories: descriptive (describe populations), exploratory (discover relationships), and experimental (determine cause and effect). There are many subtypes to review and choose from (see Chapter 1). Ethical research is vital for many important reasons. Chapter 2 offers a comprehensive historical review of research ethics, as well as references about what is recommended and required by the American Speech-Language-Hearing Association (ASHA) and the American Academy of Audiology (AAA).
Where do I begin? The best answer is to look at something that interests you. The questions you already have in an area can help determine how to spend your time. Brainstorming ideas is a major step in selecting a topic. This may seem simple because it is. When reading journal articles, news sources, attending conferences, and talking with faculty and colleagues, you can find something that sparks your interest. Chapter 3, entitled “Research Problems,” provides procedures with examples and methods about asking research questions. It is best to start in a general way and then gradually add components and variables to get more specific.
After targeting some areas, the next step is to do a thorough review of the literature (see Chapter 4). You can begin with an online search about your topic(s) to get started. Some of these will be related to your area of interest, however, some may not. A great resource person to help you is a reference librarian. This person is knowledgeable about many strategies and resources related to finding previously published works about your topic. This will save you time and effort.
How do I design or organize my research? Chapters 7, 8, and 9 present a thorough review and guidance in the process of selecting, planning, and implementing a variety of designs. Probably the most prevalent methods are quantitative and qualitative research designs. In recent years, there has been increased interest in qualitative research designs. Each of these methods has pros and cons. It is important to know which type of design you choose will address your research questions and hypothesis(es). Chapter 10 also offers information about multimethod research designs (combining quantitative and qualitative).
How do I write and share my findings? Reporting and disseminating research studies are essential for the advancement of speech-language pathology and audiology. Students and practitioners are often not prepared to write and publish research reports. However, a positive attitude of confidence and determination that “I can and will publish,” is vital. Chapter 11 addresses the many myths about research reports, and suggests specific time management strategies and steps in authoring a research report.
How do I apply research principles when providing clinical services? Students and practitioners utilize a variety of assessment instruments and/or treatment procedures when providing services. It is important to review, evaluate, and determine the effectiveness, efficiency, and efficacy of those services systematically and thoroughly. These involve both quantitative and qualitative research—that is, multimodal research. Chapter 12 presents a variety of methods that can be used when evaluating clinical procedures. In Chapter 13, the focus shifts to the use of evidence-based practice (EBP) and its principles. Here the student and practicing professional can learn how to systematically conduct EBP. This chapter includes a review of organizational support for EBP and how you can become a participant in this key area of the professions of SLP and AUD.
As previously mentioned, it is especially important that you be a skilled consumer of research. In response to feedback from reviewers of previous editions, Chapter 14 is a new addition. It offers processes for reviewing, evaluating, and consuming different varieties of research. Dr. Tobias Kroll, along with Dr. Donai, describe the processes when doing a critical review of quantitative and qualitative research articles. Specifically, there is an article about audiology (quantitative) and two articles for speech-language pathology (qualitative).
There are some new additions to the materials available on the Plural+Plus companion website. For each chapter, there is a test bank of questions for the instructor. Also, students and practitioners now have study questions for each chapter, which can be submitted for feedback and show the results of what was answered correctly or incorrectly. There are also updated PowerPoints for each chapter that can be used for instruction.
In summary, the process of reading, consuming, and producing research in SLP and AUD does not have to be overwhelming or mystical. Carefully following recommendations and utilizing sound ethical practices are necessary components. The goal of the co-authors is that faculty, students, and practicing professionals will find this book helpful and resourceful.