ABSTRACT
Research fi ndings regarding effi cacious speech and language intervention have been on the rise in recent years. Efforts have been made to link science to practice across many areas of intervention through the life span (Fey & Johnson, 1998; Hodson, 1998; Imbens-Bailey, 1998; Ingram, 1998; Wilcox, Hadley, & Bacon, 1998). Some researchers use their empirical fi ndings to provide details regarding how clinicians and educators can adapt them to their work with students including characteristics of individuals who will benefi t from such research, and what methodology needs to be utilized for implementing the interventions (Holland, 1998). Clearly, the movement for evidence-based practice is forging new and exciting connections between researchers, clinicians, and educators. In this regard, in 2005, the editors of Topics in Language Disorders (Butler, Nelson, Wallach, Fujiki, & Brinton) devoted the fall issue of the journal to a look at how researchers have studied the nature of language and learning disabilities, and how practitioners have worked with such students during the past 25 years. The perspective of the articles was to examine how we have changed our views based on both research and practice, but also how we have remained the same in many of our beliefs and practices across time.
