Access Academics and Research Examines Standardized Research Reporting Frameworks What are standardized reporting frameworks for research publications? Why are they important? And how do these tools benefit research in communication sciences and disorders (CSD)? In the April 2018 issue of Access Academics and Research, Mabel Rice, chair of ASHA’s Journals Board, addresses these questions. Rice, the Fred and Virginia ... ASHA News
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ASHA News  |   April 01, 2018
Access Academics and Research Examines Standardized Research Reporting Frameworks
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Research Issues, Methods & Evidence-Based Practice / ASHA News & Member Stories / ASHA News
ASHA News   |   April 01, 2018
Access Academics and Research Examines Standardized Research Reporting Frameworks
The ASHA Leader, April 2018, Vol. 23, 64. doi:10.1044/leader.AN5.23042018.64
The ASHA Leader, April 2018, Vol. 23, 64. doi:10.1044/leader.AN5.23042018.64
What are standardized reporting frameworks for research publications? Why are they important? And how do these tools benefit research in communication sciences and disorders (CSD)?
In the April 2018 issue of Access Academics and Research, Mabel Rice, chair of ASHA’s Journals Board, addresses these questions. Rice, the Fred and Virginia Merrill Distinguished Professor of Advanced Studies and director of the child language doctoral program at the University of Kansas, offers a brief introduction to these tools and their primary purposes:
  • To promote consistency in the design of research across studies.

  • To promote a systematic peer review process of publishable research.

Rice also addresses how increased transparency and reproducibility of research leads to positive outcomes for clinical research in CSD.
ASHA Access Academics and Research is a bimonthly electronic newsletter that addresses the specific needs of faculty, researchers, post-doctoral fellows and PhD students. To subscribe, send a blank email with the word “subscribe” in the subject line to access-academicsresearch@asha.org.
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April 2018
Volume 23, Issue 4