The federal mandate for use of evidence-based practice in schools focuses attention on the frequently discussed research-to-practice gap in education. The current study examined the frequency with which evidence-based practices are engaged in the education of pupils with disabilities. In sum, 174 special education teachers and 333 school psychologists completed a 12-item survey in which they rated the frequency of various practices used in special education. Respondents reported that direct instruction is the most frequently used instructional methodology and that perceptual-motor training is the least frequent. However, some practices with little empirical support (e.g., modality instruction) are reportedly used with some frequency, and special education teachers reported using ineffective approaches (social skills training) as frequently as they did those approaches with a strong research base (applied behavior analysis). Thus, these data present some reason for optimism, although special education does not appear to be immune to a research-to-practice gap.

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A responsiveness-to-intervention (RTI) approach to diagnosing LD is a leading alternative to current practice. This study conducted a meta-analytic review of research on four existing large-scale RTI models and other models implemented for research. Twenty-four effect sizes and unbiased estimates of effect (UEE) were computed. Results found a larger UEE for studies of existing RTI models than those implemented by university faculty for research, but both were strong.The UEE for student achievement and systemic outcomes both exceeded 1.0, but the UEE for systemic outcomes among field-based RTI models was nearly twice as large as for student outcomes. Further, RTI models implemented for research led to an UEE of 1.14 for student outcomes and 0.47 for systemic outcomes. The mean percentage of nonresponders in the studies was 19.8% ( SD = 12.5), and an average of 1.68% ( SD = 1.45) of the student population was placed into special education. Implications for practice and future research are included.

Mathematics fluency is a critical component of mathematics learning yet few attempts have been made to synthesize this research base. Seventeen single-case design studies with 55 participants were reviewed using meta-analytic procedures. A component analysis of practice elements was conducted and treatment intensity and feasibility were examined. Findings suggest that drill and practice with modeling produced the largest effect sizes. Treatments with more than 3 components yielded higher effect sizes than those with fewer than 3, and a combination of treatment agents lead to better outcomes than a single agent. Other findings pertaining to prebaseline assessment, treatment time, experimental design employed, and treatment setting are also discussed. About the AuthorsRobin S. Codding, PhD is currently an associate professor of school psychology at the University of Massachusetts, Boston. Her research interests include data-based decision-making, academic assessment and interventions, and treatment integrity.Gracia Lukito earned her EdS in school psychology at the University of Massachusetts-Boston and is currently employed as a school psychologist in the Quincy Public School District. Her research interests include data-based decision making and interventions.Matthew K. Burns, PhD is a professor of educational psychology and coordinator of the school psychology program at the University of Minnesota. He has published over 100 articles and book chapters on topics including response to intervention, assessing the instructional level, academic interventions, and facilitating problem-solving teams.

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The No Child Left Behind Act of 2001 mandated statewide accountability testing and focused the accountability conversation on reading. Therefore, the current study examined the relationship between curriculum-based measurement for reading (R-CBM) and state accountability test scores, potential grade differences in relationship magnitude, and differences in relationship magnitude among R-CBM and Maze as they compare to state test scores. Data for 5,472 students in Grades 3, 5, 7, and 8 were correlated and resulted in corrected coefficients that ranged from .51 (eighth graders) to .71 (third graders) for R-CBM and .49 (eighth graders) to .54 (seventh graders) for Maze. The coefficients between R-CBM and state test scores were significantly larger for third and fifth graders than those for eighth graders. No significant differences in magnitude were found between the correlation coefficients for state test scores to R-CBM and to Maze among seventh or eighth graders. Potential implications and suggestions for future research are included.