Evidence-Based Practices in Special Education: Some Practical Considerations

Cook, Bryan G.; Tankersley, Melody; Cook, Lysandra; Landrum, Timothy J.

doi:10.1177/1053451208321452

Cited by 102 publications

(69 citation statements)

References 10 publications

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“…These types of research are unique in that they are designed to address whether the independent variable (e.g., an instructional practice) causes change in the dependent variable(s) (e.g., student outcomes; see Cook et al, 2008). That is, when used appropriately, these research designs rule out primary alternative explanations for what may have caused changes in student outcomes other than the practice being examined.…”

Section: Methodsmentioning

confidence: 97%

Unraveling Evidence-Based Practices in Special Education

2011

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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.

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Section: Methodsmentioning

confidence: 97%

Unraveling Evidence-Based Practices in Special Education

2011

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“…Although progress has been made to identify effective educational interventions for young children, more research is needed because relatively few EBPs have been identified for use in ECE. While more EBPs are available for general education and special education practices, a research-to-practice gap does exist in these fields as well (Cook et al 2008). Even when EBPs have been identified for use in ECE, they are not yet sufficiently applied in educational settings for young children to guarantee better outcomes: ''considerably greater progress has been made in identifying evidence-based interventions than in implementing these interventions'' (Detrich and Lewis 2012, p. 216).…”

Section: Challenges Of Implementing Evidence-based Practices In Ece Pmentioning

confidence: 97%

Right at Your Fingertips: Important Web-Based Resources for Understanding Evidence-Based Practices

Purper

2015

Early Childhood Educ J

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The era of educational accountability has drawn attention to a need for the use of evidence-based practices (EBPs) in today's classrooms. The existence of a research-to-practice gap is well established in the field of early childhood education (ECE), and significant barriers to the use of EBPs by practitioners have been documented through research. A number of free, easily accessible, highquality websites are available for independent use by practitioners that help promote EBPs; however, practitioners are often unaware of these sites. This article explores the research about EBPs in ECE and provides information on selected federally funded websites that can be used to increase practitioners' knowledge of EBPs for their work with young children.

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“…There is general agreement that there is a range of evidence-based strategies that have been shown to improve academic learning and behaviour of students with disabilities and special education needs (Cook, Tankersley, Cook, & Landrum, 2008;Forness, Kavale, Blum, & Lloyd, 1997;Kutash, Duchnowski, & Lynn, 2009;Odom et al, 2005;Westling, 2010). Cook, Tankersely, and Harjusola-Webb (2008) suggested that 'the notion of using educational practices that have been shown to improve students' learning and behavior outcomes through reliable, trustworthy research seems to be both an essential and principled goal for the field of special education' .…”

Section: Abstract: Special Education Teachers Qualifications Advertmentioning

confidence: 99%

What Do Employers Ask for in Advertisements for Special Education Positions?

Stephenson

Carter

2014

Australas. j. spec. educ.

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Although qualified special educators are more likely to provide effective teaching for students with disabilities and special education needs, it seems many teachers in special education and support positions are not qualified for this role. The study reported here provided analysis of 219 job advertisements for special education positions in order to ascertain what employers required of applicants for special education positions. Advertisements represented all states and sectors in Australia, although the sample does not fully reflect the relative numbers of schools in each state. Most positions were for class teachers or for teachers providing support within and across schools. Special education qualifications and experience in special education were not common criteria for employment. The concerns raised by this finding are addressed through suggestions for formal recognition for special educators and accreditation of teacher education programs preparing special educators.

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Evidence-Based Practices in Special Education: Some Practical Considerations

Cited by 102 publications

References 10 publications

Unraveling Evidence-Based Practices in Special Education

Unraveling Evidence-Based Practices in Special Education

Right at Your Fingertips: Important Web-Based Resources for Understanding Evidence-Based Practices

What Do Employers Ask for in Advertisements for Special Education Positions?

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