Importance, Usage, and Preparedness to Implement Evidence-based Practices for Students with Emotional Disabilities: A Comparison of Knowledge and Skills of Special Education and General Education Teachers

Factors in Instructional Decision-Making, Ratings of Evidence and Intended Instructional Practices of Australian Final Year Teacher Education Students

“…For example, Gable, Tonelson, Sheth, Wilson, and Park (2012) examined rated importance, reported use and level of preparation in practicing North American teachers with respect to 20 evidence-based practices for students with emotional disabilities. A number of evidence-based practices were not in common use and teachers indicated a lack of adequate preparation on important strategies, including function-based interventions.…”

“…A number of evidence-based practices were not in common use and teachers indicated a lack of adequate preparation on important strategies, including function-based interventions. Gable et al (2012) concluded that there appeared to be a substantial research to practice gap for both special education teachers and general education teachers working with children with emotional disabilities. Similarly, Stormont, Reinke, and Herman (2011) surveyed 239 early childhood and elementary regular education teachers from five US school districts on 10 intervention approaches with extensive empirical support in addressing the needs of students with emotional and behavioural problems.…”

“…The presence of a research to practice gap in education is widely asserted (e.g., Everett, Luera, & Otto, 2008;Gable, Tonelson, Sheth, Wilson, & Park, 2012;Jones, 2009) and in this context, there has been increasing interest in the concept of evidence-based practice in education in Australia (Centre for Education Statistics and Evaluation, 2013;Rowe, 2005;Stephenson, Carter, & O'Neill, 2013). The Australian Institute for Teaching and School Leadership (2011), which accredits teacher education courses in Australian tertiary institutions, is committed to building on research evidence about "what works in teacher education" (p. 3) and has noted that teacher education programs should take account of "authoritative educational research findings" (p. 12).…”

Promoting Open Science to Increase the Trustworthiness of Evidence in Special Education

“…Observational and survey research shows that some ineffective practices are commonly implemented, whereas some highly effective, research-based practices are seldom applied (e.g., Gable, Tonelson, Sheth, Wilson, & Park, 2012;Lloyd, Forness & Kavale, 1998;McKenna, Shin, & Ciullo, 2015).…”

What do educators know, do, and think about behavior? An analysis of special and general educators' knowledge of evidence-based behavioral interventions

“…Despite the extensive amount of research on effective instruction for students with behavior challenges, studies suggest many educators may not have the knowledge or training needed to effectively implement evidence-based practices (EBPs) to foster learning in a safe and positive environment for these students (Burns & Ysseldyke, 2009). Gable, Tonelson, Sheth, Wilson, and Park (2012) conducted a survey study of 20 EBPs used with students with challenging behaviors. The participants (1,472 special educators and 1,588 general educators) rated the importance of each EBP, personal usage of each practice, and level of preparedness to implement each practice.…”