Cowles, Angela2018-03-262018-03-262015https://hdl.handle.net/11299/194859University Honors Capstone Project Paper, University of Minnesota Duluth, 2015. This project was supported in part by the University of Minnesota's Undergraduate Research Opportunities Program. Angela Cowles and Jolene Hyppa Martin (UROP and UMD Honors mentor) presented portions of this research at the 2015 UMD UROP Showcase, the 2016 Minnesota Speech-Language Hearing Association State Convention, and the 2016 American Speech-Language Hearing Association (ASHA) National Convention when the project received ASHA Progeny recognition for undergraduate research.Purpose: To examine the extent to which intervention intensity parameters are present in speech-language pathology treatment plans in educational and medical settings. Method: 120 treatment plans (46 educational and 74 medical) from northern Minnesota and northwestern Wisconsin were examined for intervention intensity parameters specified by Warren and colleagues (Warren, Fey & Yoder, 2007). Results: Educational records: 65% specified dose frequency and 28% specified total duration. Medical records: 69% specified dose frequency and 55% specified total duration. No treatment plans recorded all intervention intensity parameters. Conclusion: It is possible that (a) dosage parameters may not be well-known among practicing SLPs and/or (b) therapists may already document intervention intensity but not systematically within the treatment plans. If speech-language pathologists documented intervention intensity in one document, SLPs and researchers may have more resources to provide evidence-based practice for clients.enDosage parametersEvidence-based practiceIntervention intensitySpeech-language pathologyTreatment plansUniversity of Minnesota DuluthUniversity HonorsScholarly Text or Essay