From the Editor One measure of the quality of a “clinical journal” is the extent to which it provides readable, accurate, and up-to-date information about clinical practice and the many issues confronting practitioners. This information should come in many forms, from the latest research with “clinical implications” to descriptions of clinical techniques and ... Editorial
Editorial  |   November 01, 1997
From the Editor
 
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Editorial
Editorial   |   November 01, 1997
From the Editor
American Journal of Speech-Language Pathology, November 1997, Vol. 6, 2. doi:10.1044/1058-0360.0604.02
 
American Journal of Speech-Language Pathology, November 1997, Vol. 6, 2. doi:10.1044/1058-0360.0604.02
One measure of the quality of a “clinical journal” is the extent to which it provides readable, accurate, and up-to-date information about clinical practice and the many issues confronting practitioners. This information should come in many forms, from the latest research with “clinical implications” to descriptions of clinical techniques and discussions of the important clinical issues of the day. Since its inception, AJSLP has been an excellent resource for me in my teaching efforts, and I hope it is being used by others in this way as well.
Let me provide a specific example. Each year, I teach a one-hour graduate-level course on evaluation in speech-language pathology. My objectives in the course are to introduce my students to a framework for preassessment and assessment and to familiarize them with the many issues involved in identifying persons with communication disorders, evaluating intervention effectiveness, developing criteria for dismissal, and evaluating standardized and nonstandardized test instruments. It is not a “how to do” course, but a “how to ask questions and think about solutions” course. This year, I put AJSLP to the test to see how its articles might be of use to me in this class. Here’s the list that I came up with:
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