Unraveling Evidence-Based Practices in Special Education. (August 2013)

• Record Type: Journal Article
• Authors: Cook, Bryan G.; Cook, Sara Cothren
• Is Part Of: Journal of special education. Volume 47:Number 2(2013)
• Page Start: 71
• Page End: 82
• Publication Date: 2013-08
• Subjects: evidence-based practices -- research-to-practice gap -- terminology; Special education -- Periodicals; Children with disabilities -- Education -- Periodicals; 371.905
• DOI: 10.1177/0022466911420877
• Languages: English
• ISSNs: 0022-4669

Abstract

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.