Evidence Based Practice

In November 2008, a Special Issue of Intervention in School and Clinic was devoted to explaining how different research designs are used to determine evidence-based practices and how evidence-based practices will be used in special education in an accessible, non-technical format. 

Efforts have been underway to determine evidence-based practices in the field of special education. Evidence-based practices are instructional procedures that are supported by research that meet rigorous standards related to methodological quality, research design, and effect size. However, the identification of evidence-based practices will do little good if they are not utilized in practice. For special education teachers and teacher-educators to utilize evidence-based practices in their work, they must understand and trust the process by which practices are identified as evidence-based. Furthermore, special educators should understand that evidence-based practices will not obviate the need for good teaching, but instead work in concert with effective teaching to produce improved student outcomes.

 

Introduction to the Special Issue: Evidence-Based Practices in Special Education
Intervention in School and Clinic 2008 44: 67-68.
Bryan G. Cook, Timothy J. Landrum, Lysandra Cook, and Melody Tankersley
http://isc.sagepub.com/cgi/reprint/44/2/67?ijkey=I3iKzwjRxSqDk&keytype=ref&siteid=spisc
 
Evidence-Based Practices in Special Education: Some Practical Considerations
Intervention in School and Clinic 2008 44: 69-75.
Bryan G. Cook, Melody Tankersley, Lysandra Cook, and Timothy J. Landrum
http://isc.sagepub.com/cgi/reprint/44/2/69?ijkey=RZvYY/eWn.YWY&keytype=ref&siteid=spisc
 
Examining the Role of Group Experimental Research in Establishing Evidenced-Based Practices
Intervention in School and Clinic 2008 44: 76-82.
Lysandra Cook, Bryan G. Cook, Timothy J. Landrum, and Melody Tankersley
http://isc.sagepub.com/cgi/reprint/44/2/76?ijkey=xaSlAb4fZSNwo&keytype=ref&siteid=spisc
 
Using Single-Subject Research to Establish the Evidence Base of Special Education
Intervention in School and Clinic 2008 44: 83-90.
Melody Tankersley, Sanna Harjusola-Webb, and Timothy J. Landrum
http://isc.sagepub.com/cgi/reprint/44/2/83?ijkey=Ma3qkT16PJBvk&keytype=ref&siteid=spisc
 
The Contributions of Qualitative Research to Discussions of Evidence-Based Practice in Special Education
Intervention in School and Clinic 2008 44: 91-97.
Kimberly A. McDuffie and Thomas E. Scruggs
http://isc.sagepub.com/cgi/reprint/44/2/91?ijkey=3Bo8jEfCQbEOo&keytype=ref&siteid=spisc
 
Nonexperimental Quantitative Research and Its Role in Guiding Instruction
Intervention in School and Clinic 2008 44: 98-104.
Bryan G. Cook and Lysandra Cook
http://isc.sagepub.com/cgi/reprint/44/2/98?ijkey=sB8Ap70.YB5nQ&keytype=ref&siteid=spisc
 
Evidence-Based Special Education and Professional Wisdom: Putting It All Together
Intervention in School and Clinic 2008 44: 105-111.
Bryan G. Cook, Melody Tankersley, and Sanna Harjusola-Webb
http://isc.sagepub.com/cgi/reprint/44/2/105?ijkey=IIAXcRt63qi.w&keytype=ref&siteid=spisc