Evidence-based practices (EBPs) are instructional techniques that meet prescribed criteria related to the research design, quality, quantity, and effect size of supporting research, which have the potential to help bridge the research-to-practice gap and improve student outcomes. In this article, the authors (a) discuss the importance of clear understanding and communication regarding EBPs and what works in special education; (b) define EBPs and discuss how they are identified; (c) differentiate the term EBP from related terms such as research-based, best, and recommended practices; (d) consider the purview of EBPs; and (e) present relevant caveats related to EBPs. The authors conclude by providing recommendations to facilitate special educators' clear and effectual thinking and communication about EBPs.

Replication research is essential to scientific knowledge. Reviews of replication studies often electronically search for replicat* as a textword, which does not identify studies that replicate previous research but do not self-identify as such. We examined whether the 83 intervention studies published in six non-categorical research journals in special education in 2013 and 2014 might be considered replications regardless of using the term replicat* by applying criteria related to (a) the stated purpose of the study and (b) comparing the findings of the study with the results of previous studies. We coded 26 intervention studies as replications. Authors of 17 of these studies reported that their findings solely agreed with the results of the original study(ies). Author overlap occurred for half of the replicative studies. The likelihood of findings being reproduced did not vary as a function of author overlap. We discuss implications and recommendations based on these findings.

The purpose of this review is to determine the evidence base classification of schema-based instruction (SBI) as an intervention to improve word problem-solving outcomes in mathematics for students with learning or mathematics disabilities in Grades K–12. Using the Council for Exceptional Children’s quality indicators (QIs) and standards, we reviewed both single-case and group design studies to classify the evidence of SBI. Results of this review indicate that SBI is a potentially evidence-based practice (EBP) for students with learning disabilities. Implications and directions for research and practice are presented.

Evidence-based reviews are a type of systematic literature review used to identify evidencebased practices. When conducting an evidence-based review, researchers apply predetermined standards to identify evidence-based practices-practices that have been shown to reliably improve an outcome for a population of learners, according to evidence from a body of rigorous, experimental studies. In this article, we describe evidence-based reviews, provide an overview of one set of evidence standards used in special education, and describe important caveats and considerations related to evidence-based reviews. We conclude with two examples of evidence-based reviews in the field of learning disabilities. Our take-home message is that evidence-based reviews are a trustworthy approach for identifying generally effective instructional practices-but no practices, not even evidence-based practices, are effective for all learners.

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