Introduction:Providing evidence-based services in areas with emerging or low-level evidence is a challenge for many clinicians. The aim of the current study was to apply a newly designed novel methodology to develop and describe a new intervention for cognitive-communication reading comprehension deficits in early acquired brain injury rehabilitation.Methods:An emergent multi-phase mixed methods design allowed phases of different research activity to build an evidence base of quantitative and qualitative data. A pragmatic clinical framework was developed to combine these traditional research findings with principles from knowledge translation and implementation science, evidence-based practice and intervention development models, clinical contextual practice guidelines and the Medical Research Council’s guidelines for developing and evaluating complex interventions, to create an evidence-based contextually driven clinical intervention.Results:The resulting reading comprehension intervention and service delivery model is presented and involves a multiple-strategy intervention across increasing level of reading comprehension complexity. In areas where traditional methodologies provide low-level evidence, this method provides an alternate way to conduct evidence-based clinical research.

中文翻译：

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为早期脑损伤康复开发循证阅读干预

简介：在新出现或低水平证据的领域提供循证服务是许多临床医生面临的挑战。本研究的目的是应用一种新设计的新方法来开发和描述早期获得性脑损伤康复中认知沟通阅读理解缺陷的新干预措施。方法：一种新兴的多阶段混合方法设计允许不同研究阶段建立定量和定性数据的证据基础的活动。开发了一个实用的临床框架，将这些传统的研究结果与知识转化和实施科学、循证实践和干预发展模型的原则相结合，临床情境实践指南和医学研究委员会关于开发和评估复杂干预的指南，以创建基于证据的情境驱动的临床干预。结果：提出了由此产生的阅读理解干预和服务提供模型，并涉及跨增加的多策略干预阅读理解的复杂程度。在传统方法提供低水平证据的领域，这种方法提供了另一种进行循证临床研究的方法。