The A B Cs of Evidence-Based Practice for Teachers

Abstract

new reading program for kindergarten and first grade. She then spent 2 days of professional development on writing strategies and another on inclusion strategies. While setting up her new classroom, she also found a bookshelf full of workbooks, reading materials, manipulatives, computer programs, and textbooks. Almost all of the materials she received in training and the programs on the shelf in her room are prominently labeled as "researchbased." Celeste is not sure which materials to use with her new students.Gerard has been teaching special education for 8 years at Jefferson High School and is in his second year as department chair. At the beginning of the school year, Gerard's administration informed the faculty that using evidence-based practices was a priority, and teachers would need to develop a way to document this in lesson plans. As the special education department chair, it will be Gerard's job to ensure that the practices he and his colleagues are using are "evidence-based." Gerard has always believed the methods he uses with his students are effective, as most of his students perform well on classroom tests and end-of-year standardized exams. Gerard is unsure how he will find research that supports the practices and programs he is using, let alone assist his colleagues in the special education department to do this as well.Both Celeste and Gerard are overwhelmed about how to be certain the programs, materials, and strategies they use with their students are evidence-based. In her preservice program, Celeste learned how to use some evidence-based programs and strategies, such as peer-assisted learning, direct instruction, and strategic instruction; however, she doesn't have those programs in her classroom, and must make decisions about the materials she has. Gerard, on the other hand, has been using a set of strategies for the last 8 years, but isn't sure how to verify that they are evidence-based. Gerard and Celeste are facing the same situation as many other teachers trying to make decisions about how to select the most effective instructional practices. So, how do teachers make sense of evidence-based practice? 8 COUNCIL FOR EXCEPTIONAL CHILDREN

Teaching Reading Comprehension to Learners With Autism Spectrum Disorder: Predictors of Teacher Self‐efficacy and Outcome Expectancy

“…This may impact teachers’ perceptions of their effectiveness, as the reported use of evidence‐based practices (EBPs) may be difficult to replicate in many classroom settings. Combining effective teaching with evidence‐based practices is a means to maximizing student achievement (Kretlow & Blatz, ; Torres et al., ). As important as it is for teachers to implement research‐based practices, it is also essential for researchers to develop replicable interventions.…”

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“…Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms & and education at large (Kretlow & Blatz, 2011;Stormont, Reinke, & Herman, 2011). The term EBP originates from an interdisciplinary literature base, and largely concerns the use of interventions that are supported by systematic and significant research findings suggesting their use in preventing or ameliorating physical, mental, and emotional difficulties (Kratochwill, 2007).…”

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“…; Council for Exceptional Children [CEC], n.d.; Kretlow & Blatz, 2011). Although EBPs in special education are not easily defined (CEC, n.d.), the American Psychological Association (2005) provides a simple and perhaps useful definition for their field: "evidence-based practice is the integration of the best available research with clinical expertise in the context of patient characteristics, culture, and preferences."…”