Cook et al. [Chris]
Cook, B. G., Tankersley, M., Cook, L., & Landrum, T. J. (2008). Evidence-based practices in special education: Some practical considerations. Intervention in School and Clinic, 44(2), 69-75.
Abstract by authors:
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.
Makes point that "best practice" has been variously defined and fraught with personal agendas
Advances term "evidence-based practice" -- coined by Odom (2005) -- "practices that have been shown to be effective by credible research" (p. 70)
"gap between research evidence and classroom practice" (p. 70)
Outline of article:
How Are Evidence-Based Practices Determined?
Experimental Control and Evidence-Based Practices
Quality of Research
Quantity of Research
What Does Being an Evidence-Based Practice Mean?
-- Are Evidence-Based Practices Guaranteed to Work?
-- Will Practices That Are Not Evidence Based Be Prohibited?
-- Will Evidence-Based Practices Be Easily Adopted?
See page 74 for table titled "Summary of Issues Related to Evidence-Based Practices in Special Education"