Republication of "Evidence-Based Practices in Special Education: Some Practical Considerations". (May 2015)

• Record Type: Journal Article
• Authors: Cook, Bryan G.; Tankersley, Melody; Cook, Lysandra; Landrum, Timothy J.
• Other Names: Bryant Diane Pedrotty guest-editor.; Bryant Brian R. guest-editor.; Pfannenstiel Kathleen Hughes guest-editor.
• Is Part Of: Intervention in school and clinic. Volume 50:Number 5(2015:May)
• Page Start: 310
• Page End: 315
• Publication Date: 2015-05
• Subjects: effective instruction -- law/legal/policy -- personnel preparation/professional development -- research -- reform -- school; Learning disabled children -- Education -- Periodicals; Problem children -- Education -- Periodicals; Behavior disorders in children -- Periodicals; Special education -- Periodicals; 371.9
• DOI: 10.1177/1053451214532071
• Languages: English
• ISSNs: 1053-4512

Abstract

A major tenet of both the Individuals with Disabilities Education Act and the No Child Left Behind Act is the identification and use of evidence-based practices, or those instructional techniques shown by research as most likely to improve student outcomes meaningfully. However, much confusion exists regarding the meaning and potential applications of evidence-based practices in special education. Evidence-based practices are traditionally supported by the findings of multiple, high-quality, experimental research studies. Rather than changing the nature of teaching or limiting teachers to following prescribed methods, prioritizing evidence-based practices will allow teachers to maximize the impact of their instructional efforts.