Conducting clinical trials in the public schools

Language, Speech, and Hearing Services in Schools

Volumn 29, Issue 4, 1998, Pages 257-262

  O'Toole, Tom ^a,d   Logemann, Jeri A ^b   Baum, Herbert M ^c  

^a JCT Inc   (United States)

^b NORTHWESTERN UNIVERSITY   (United States)

^c AMERICAN SPEECH LANGUAGE HEARING ASSOCIATION   (United States)

^d NONE   (United States)

Author keywords

Accountability; Clinical trials; Language and hearing disorder; Public schools; Speech

Indexed keywords

EID: 0032220718     PISSN: 01611461     EISSN: None     Source Type: Journal    
DOI: 10.1044/0161-1461.2904.257     Document Type: Review

References (10)

1. Amiot, A. (1998). Policy, politics, and the power of information: The critical need for outcomes and clinical trials data in policy-making in the schools. Language, Speech, and Hearing Services in Schools, 29, 245.
2. Cooke, N. L., Test, D. W., Heward, F. S., & Courson, F. H. (1993). Teachers' opinions of research and instructional analysis in the classroom. Teacher Education and Special Education, 16(4), 319-329.
3. Frechtling, J. A. (1991). Safeguard your district from intrusive, unethical requests. The School Administrator, 9, 32-33.
4. Gorn, S. (1996). The answer book on special education law. Danvers, MA: LRP Publications.
5. Montgomery County Public Schools. (1996). Conducting research in the Montgomery County Public Schools. Rockville, MD: Administrative Regulation.
6. Pietranton, A. A., & Baum, H. M. (1995). Collecting outcome data. Asha, 37(1), 36-38.
7. Rapport, M. J. (1996). Legal guidelines for the delivery of special health care services in schools. Exceptional Children, 62(6), 537-549.
8. Resnick, D. M. (1993). Professional ethics for audiologists and speech-language pathologists. San Diego, CA: Singular.
9. Silverman, F. H. (1992). Legal-ethical considerations, restrictions, and obligations for clinicians who treat communicative disorders. Springfield, IL: Charles C Thomas.
10. Ysseldyke, J. E., Christenson, S. L., & Thurlow, M. L. (1993). Student learning in context model project. Grant No. H023F80029, U.S. Department of Education, University of Minnesota.