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Getting Started in Implementation Research: Key Considerations for Determining Research Focus, Questions, Methodology, and Funding |
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Lesley B. Olswang - University of Washington
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Julie L. Feuerstein - Johns Hopkins University
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| SRCLD Year: |
2017 |
| Presentation Type: |
Tutorial |
| Presentation Time: |
(na) |
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This tutorial is intended for students and investigators who are interested in and new to research examining how to move evidence into practice and/or how to generate evidence from practice. The goal of the session is to prepare investigators for developing early stage implementation research projects. The session will begin with a brief overview of implementation science and its role in clinical research. This topic will transition to a discussion about determining a focus for implementation research and narrowing that focus into well-articulated questions for scientific investigation. The session will provide an overview of variables to consider when deciding upon research design and methodology appropriate for different stages of implementation science research. This will lead to the identification of specific research questions and corresponding independent and dependent variables particularly relevant to early stages of implementation research. Participants will engage in interactive activities to explore these concepts in the context of their research planning. The discussion will highlight outcome measures with an emphasis on mixed methods, iterative designs. Ideas about sources of funding for implementation studies will be shared. Attendees will also be provided with a tool kit of online resources addressing decision-making in implementation science research, design/methodology considerations, and funding possibilities. While this session targets investigators new to implementation research, SRCLD attendees with all levels of experience are welcome to participate in the exchange of ideas about pursuing implementation research, including benefits and challenges. We hope this session will encourage conversation about incorporating implementation science into a program of research. |
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Lesley B. Olswang is a Professor Emerita in the Department of Speech and Hearing Sciences at the University of Washington, Seattle. She received her degrees from Northwestern University, the University of Illinois, and the University of Washington. Dr. Olswang has had extensive clinical and research experience with children with language disorders, specifically young school-age children and children below the age of three. Her school-age research has examined the social communication of children diagnosed with Fetal Alcohol Syndrome as they participate in classroom activities. Her research with children below the age of three has focused on two specific populations: toddlers diagnosed with specific language impairment and infants diagnosed with severe physical disabilities. She has been investigating the efficacy of treatment with these children and their families, particularly attempting to determine readiness factors for predicting benefits from different intervention options. She has recently been examining an intervention designed to assess and teach gaze shift to very young children with severe physical impairments as an early signal of communication. Promising outcomes from feasibility studies and a randomized control study have lead to current implementation research exploring the fidelity of this treatment in birth-to-three centers. Her research has been supported by grants from the University of Washington, the Washington State Association for Retarded Citizens, the US Department of Education, the National Institutes of Health and the Centers for Disease Control.
https://sphsc.washington.edu/content/lesley-b-olswang
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Julie Feuerstein, PhD, CCC-SLP, is a post-doctoral research fellow at the Center for Autism and Related Disorders, at the Kennedy Krieger Institute in Baltimore, MD. She is currently working as the study coordinator for a community-based randomized control trial. This work investigates a training designed to support childcare teachers’ use of evidence-based instructional strategies in their classrooms, which include toddlers with communication and social language delays (PI: Dr. Rebecca Landa). Dr. Feuerstein’s broader research interests include the assessment and treatment of early communication in young children with physical disabilities.
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