This article is intended to invigorate interest in the uniqueness of practice-based research as a way of encouraging the talents of researchers and practitioners as they work together to gather evidence for improving the lives of individuals with communication disorders. Practice-based research acknowledges the value of understanding clinical decision-making in everyday contexts as an important complement to evidence generated in laboratories. The argument is made that approaching research from more than one perspective is necessary for ultimately improving the quality of client and patient care. Finally, the authors discuss the value of information generated from practice-based research for contributing to the knowledge base of not only a practice, but also a discipline. Guidelines for designing a retrospective study are provided along with a specific example from practice focusing on social communication learning. Retrospective and prospective practice-based studies are described.

The defining features of each are described, with an emphasis on contrasting internal and external validity. The article compares the traditional, laboratory-based research with research that is generated from practice: practice-based research. Practice-based research is proposed as an additional way to bridge the divide between research and practice. The increase in the percentage of example CM scores because of the application of instructional techniques to the discovery and reporting stage of PBL. The results of the research in the pre-cycle, cycle 1, and cycle 2 respectively showed an average score of example CM was 14%, 20%, 60%, thus the percentage of the score of example CM has increased. Data analysis with qualitative analysis, including data reduction, data presentation, and conclusions drawing. Data validation used the triangulation method, which included CM example scores, interviews, and documentation. The data collected were the example CM scores and percentage of syntax implementation. Data collection techniques were the observation, assessment of students’ CM on the elements of example, performance assessment, interviews, and documentation.

The participants were 35 high school students. This research was a classroom action research with planning, actions and observations, and reflection procedures. The research aims to calculate the example scores in CM by applying instructional techniques in the PBL discovery and reporting stage.

Observation and inference