research paper topics speech pathology

New perspectives, theory, method, and practice: Qualitative research and innovation in speech-language pathology

Affiliations.

• 1 Speech Pathology, School of Allied Health, Curtin University, Perth, Australia.
• 2 Speech Pathology, School of Medical and Health Sciences, Edith Cowan University, Perth, Australia.
• 3 School of Allied Health Science and Practice, Adelaide University, Adelaide, Australia.
• 4 Speech Pathology, Rural Department of Allied Health, La Trobe University, Bendigo, Australia.
• 5 Department of Speech and Language Therapy, National University of Ireland, Galway, Ireland.
• 6 Health Professions Education, School of Medicine, Deakin University, Geelong, Victoria, Australia.
• PMID: 35172643
• DOI: 10.1080/17549507.2022.2029942

Purpose: Research in speech-language pathology has been dominated by experimental, empirical, and scientific approaches, which build on hypothesis testing and logical, deductive reasoning. Qualitative approaches stem from a different paradigm or world view which imply different questions and methodologies which, for example, emphasise codesign, reciprocity, individual experience and context. This article explores the relationship between qualitative inquiry in the field of speech-language pathology and innovation. It aims to show how the aspirations of the profession can be supported, and how innovation can be achieved, through research which sheds light on the lived experiences and perceptions of clients and families and builds an understanding of how they function in their everyday contexts. Method: We summarise qualitative approaches in speech-language pathology, explain the notion of innovation, and review qualitative research as a source of theoretical, methodological, and practice innovation in speech-language pathology. Result: Not only has qualitative inquiry underpinned examples of theoretical, methodological and practice innovations in speech-language pathology, but it can also play a part in enhancing translation and implementation of research innovations. Conclusion: An explicit consideration of what we mean by innovation is useful for speech-language pathologists. Qualitative research complements other forms of research in the field and has prompted new theoretical understandings, new methodologies and methods of research, and new ways to deliver our services in ways that are responsive to our clients and communities.

Keywords: innovation;; qualitative research;; speech-language pathology.

• Communication Disorders*
• Qualitative Research
• Research Design
• Speech-Language Pathology*

Speech-Language Pathology

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Peer-reviewed Journals in Speech-Language Pathology and Audiology

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• Adult Language Disorders
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These journals were selected by the speech language faculty as ones that may be beneficial to your research. Welder Library has access to some of the journals. Some are available through open access. Some you may have to request specific articles by using our interlibrary loan service. Look for these icons below to determine how you can gain access to them: 

These journals were selected by the speech language faculty as ones that may be beneficial to your research. Welder Library has access to some of the journals. Some are available through open access. Some you may have to request specific articles from using our  interlibrary loan  service. Look for these icons below to determine how you can gain access to them:

These journals were selected by the speech language faculty as ones that may be beneficial to your research. Welder Library has access to some of the journals. Some are available through open access. Some you may have to request specific articles from using our  interlibrary loan  service. Look for these icons below to determine how you can gain access to them: 

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Telehealth for Speech and Language Pathology: A Review of Clinical Effectiveness, Cost-Effectiveness, and Guidelines [Internet]. Ottawa (ON): Canadian Agency for Drugs and Technologies in Health; 2015 Apr 7.

Telehealth for Speech and Language Pathology: A Review of Clinical Effectiveness, Cost-Effectiveness, and Guidelines [Internet].

Research questions.

• What is the clinical effectiveness of telehealth for the delivery of speech language pathology services to children with speech and language disorders or impairments?
• What is the cost-effectiveness of telehealth for the delivery of speech language pathology services to children with speech and language disorders or impairments?
• What are the evidence-based guidelines regarding the use of telehealth for the delivery of speech language pathology services to children with speech and language disorders or impairments?

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• Cite this Page Telehealth for Speech and Language Pathology: A Review of Clinical Effectiveness, Cost-Effectiveness, and Guidelines [Internet]. Ottawa (ON): Canadian Agency for Drugs and Technologies in Health; 2015 Apr 7. RESEARCH QUESTIONS.
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STEP 1: Understand your research objective

Before you start developing your research question, think about your research objectives:

• What are you trying to do? (compare, analyse)
• What do you need to know about the topic?
• What type of research are you doing?
• What types of information/studies do you need? (e.g. randomised controlled trial, case study, guideline, protocol?)
• Does the information need to be current?

Watch the following video (6:26) to get you started:

Key points from the video

• All good academic research starts with a research question.
• A research question is an actual question you want to answer about a particular topic.
• Developing a question helps you focus on an aspect of your topic, which will streamline your research and writing.
• Pick a topic you are interested in.
• Narrow the topic to a particular aspect.
• Brainstorm some questions around your topic aspect.
• Select a question to work with.
• Focus the question by making it more specific. Make sure your question clearly states who, what, when, where, and why.
• A good research question focuses on one issue only and requires analysis.
• Your search for information should be directed by your research question.
• Your thesis or hypothesis should be a direct answer to your research question, summarised into one sentence.

STEP 2: Search before you research

The benefits of doing a background search :

• You can gather more background knowledge on a subject
• explore different aspects of your topic
• identify additional keywords and terminology

STEP 3: Choose a topic

The resources linked below are a good place to start: 

• UpToDate It covers thousands of clinical topics grouped into specialties with links to articles, drugs and drug interaction databases, medical calculators and guidelines.
• An@tomedia This online anatomy resource features images, videos, and slides together with interactive, educational text and quiz questions.
• Anatomy.tv Find 3D anatomical images; functional anatomy animations and videos, and MRI, anatomy, and clinical slides. Test your knowledge through interactive activities and quizzes.

STEP 4: Brainstorm your questions

Now you have explored different aspects of your topic, you may construct more focused questions (you can create a few questions and pick one later).

Learn more: 

• Clear and present questions: formulating questions for evidence based practice (Booth 2006) This article provides an overview of thinking in relation to the theory and practice of formulating answerable research questions.

STEP 5: Pick a question and focus

Once you have a few questions to choose from, pick one and refine it even further.

Are you required to use "PICO"?

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The PICO framework (or other variations) can be useful for developing an answerable clinical question. 

The example question used in this guide is a PICO question:   How does speech therapy compare to cognitive behavioural therapy in improving speech fluency in adolescents?

Use the interactive PICO worksheet to get started with your question, or you can download the worksheet document.

• Building your question with PICO

Here are some different frameworks you may want to use:

There are a number of PICO variations which can be used for different types of questions, such as qualitative, and background and foreground questions. Visit the Evidence-Based Practice (EBP) Guide to learn more:

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