Terminology and Evidence-Based Practice for Students with Emotional and Behavioral Disorders: Exploring Some Devilish Details

Collins

Learn Disabil Res Pract

et al. 2019

Self Cite

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.

Section: Key Terms Definitions and Examplesmentioning

confidence: 99%

Evidence‐Based Reviews: How Evidence‐Based Practices are Systematically Identified

Collins

Learn Disabil Res Pract

et al. 2019

Self Cite

“…However, there are certain caveats to keep in mind regarding the type of instruction students need. First, it must be guided by research-based practices that have undergone rigorous review for research quality and shown to be effective in improving the reading skills of students with or at risk for EBD (Cook et al, 2016; Ryan et al, 2008). Second, it should reflect a direct approach to reading instruction (e.g., explicit instruction in specific skills with opportunities to apply them when reading narrative and/or expository text; Fuchs et al, 2014).…”

Section: Early and Intensive Reading Instruction For Students With Ebdmentioning

confidence: 99%

Early Reading Instruction With Embedded Behavioral Supports for Children With Emotional and Behavioral Disorders

2020

Professional development in research-based early reading intervention and curriculum materials is not consistently available to special educators working with students with emotional and behavioral disorders (EBD). This article provides practitioners serving elementary school students with and at risk for EBD with a variety of options for delivering reading instruction with embedded behavioral supports.

“…Evidence-based practices (EBP) can refer to a process or an instructional technique (Cook, Cook, & Collins, 2016). For instance, the process of EBP considers instructional decision-making based on the best available evidence, professional judgment, and preferences and needs of students (Spencer, Detrich, & Slocum, 2012), whereas EBPs are strategies, practices, or programs (a) supported by a body of high-quality, peer-reviewed, experimental research and (b) that have undergone a systematic evidence-based review and classified as evidence based (Cook et al, 2016). Given mandates, such as Every Student Succeeds Act (2015), charging schools to provide high-quality instruction for all students, critical instructional techniques are appraised both for methodological quality and for magnitude of effect to identify EBPs.…”

Section: Establishing An Evidence Basementioning

confidence: 99%

Teacher-Delivered Strategies to Increase Students’ Opportunities to Respond: A Systematic Methodological Review

Common

Lane

Cantwell

et al. 2019

Behavioral Disorders

We conducted this systematic review to map the literature and classify the evidence-based status of teacher-directed strategies to increase students’ opportunities to respond (OTR) during whole-group instruction across the K-12 continuum. Specifically, we conducted this review to determine whether OTR could be classified as an evidence-based practice according to Council for Exceptional Children’s Standards for Evidence-Based Practices in Special Education. We examined the extent to which 21 included studies addressed quality indicators and evidence-based practice standards using a modified, weighted criterion for methodologically sound studies. Three studies met all eight quality indicators and 11 studies met or exceeded 80% of quality indicators following a weighted criterion to define methodologically sound studies. Results indicated teacher-directed OTR strategy of response cards in K-12 school settings to be a potentially evidence-based practice. Educational implications, limitations, and future directions are discussed.