Main

June 12, 2009

Eisenhart & Towne

Eisenhart, M., & Towne, L. (2003). Contestation and change in national policy on “scientifically based” education research. Educational Researcher, 32(7), 31-38.

Continue reading "Eisenhart & Towne" »

June 6, 2009

Kutash et al.

Kutash, K., Duchnowski, A. J., & Lynn, N. (in press). The use of evidence-based instructional strategies in special education settings in secondary schools: Development, implementation and outcomes. Teaching and Teacher Education.

Continue reading "Kutash et al." »

June 4, 2009

Duchnowski et al.

Duchnowski, A. J., Kutash, K., Sheffield, S., & Vaughn, B. (2006). Increasing the use of evidence-based strategies by special education teachers: A collaborative approach. Teaching & Teacher Education, 22(7), 838-847.

Continue reading "Duchnowski et al." »

Fleischman

Fleischman, S. (2006). Moving to evidence-based professional practice. Educational Leadership, 63(6), 87-90.

Continue reading "Fleischman" »

June 3, 2009

Yates

Yates, Gregory C. R. (2008). Roadblocks to scientific thinking in educational decision making. Australasian Journal of Special Education, 32(1), 125-137.

Continue reading "Yates" »

Tankersley, Cook, & Cook

Tankersley, M., Cook, B. G., & Cook, L. (2008). A preliminary examination to identify the presence of quality indicators in single-subject research. Education and Treatment of Children, 31(4), 523-548.

Continue reading "Tankersley, Cook, & Cook" »

Wentworth et al.

Wentworth, N., Erickson, L. B., Lawrence, B., Popham, J. A., & Korth, B. (2009). A paradigm shift toward evidence-based clinical practice: Developing a performance assessment. Studies in Educational Evaluation, 35(1), 16-20.

Continue reading "Wentworth et al." »

June 1, 2009

Justice

Justice, L. M. (2006). Evidence-based practice, response to intervention, and the prevention of reading difficulties. Language, Speech, and Hearing Services in Schools, 37(4), 284-297.

Continue reading "Justice" »

Gresham

Gresham, F. M. (2004). Current status and future directions of school-based behavioral interventions. School Psychology Review, 33(3), 326-343.

Continue reading "Gresham" »

Browder & Cooper-Duffy

Browder, D. M., & Cooper-Duffy, K. (2003). Evidence-based practices for students with severe disabilities and the requirements for accountability in "No Child Left Behind". The Journal of Special Education, 37(3), 157-163.

Continue reading "Browder & Cooper-Duffy" »

Cook et al.

Cook, B. G., Tankersley, M., Landrum, T. J. (2009). Determining evidence-based practices in special education. Exceptional Children, 75(3), 365-383.

Continue reading "Cook et al." »

Raudenbush

Raudenbush, S. W. (2008). Advancing educational policy by advancing research on instruction. American Educational Research Journal, 45(1), 206-230.

Continue reading "Raudenbush" »

May 7, 2009

Evidence-based practices pre-2007 references

Browder, D. M., & Cooper-Duffy, K. (2003). Evidence-based practices for students with severe disabilities and the requirements for accountability in "No Child Left Behind". The Journal of Special Education, 37(3), 157-163.
Abstract:
To define what is special about the education of students with severe disabilities, this article provides a snapshot of research-based practices that are relevant to the "No Child Left Behind" (NCLB) focus on accountability. The NCLB requirement to assess all students in reading, math, and science is contrasted to the functional approach typical of skill acquisition research for this population. The concept of adequate yearly progress is addressed by reviewing the types of instructional strategies that would most likely yield progress. Information is also provided on the extent to which teachers use research based strategies. We conclude that prior research provides guidance for how to select and teach skills even though new applications for academics are needed.

Gersten, R., Fuchs, L. S., Compton, D., Coyne, M., Greenwood, C., & Innocenti, M. S. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71(2), 149-164.
Abstract:
This article presents quality indicators for experimental and quasi-experimental studies for special education. These indicators are intended not only to evaluate the merits of a completed research report or article but also to serve as an organizer of critical issues for consideration in research. We believe these indicators can be used widely, from assisting in the development of research plans to evaluating proposals. In this article, the framework and rationale is explained by providing brief descriptions of each indicator. Finally, we suggest a standard for determining whether a practice may be considered evidence-based. It is our intent that this standard for evidenced-based practice and the indicators be reviewed, revised as needed, and adopted by the field of special education.

Gresham, F. M. (2004). Current status and future directions of school-based behavioral interventions. School Psychology Review, 33(3), 326-343.
Abstract:
This article describes current status and future directions for school-based behavioral interventions. The article is centered on four themes that are considered critical for future research and practice in school-based behavioral intervention work. First, the article argues for conceptualizing interventions based on intensity level and purpose (universal, selected, and target/intensive interventions). Second, response to intervention approach should be used as the basis for changing, modifying, or intensifying interventions. Third, evidence-based practices should be used for selecting and evaluating interventions. Fourth, social validation of behavioral interventions should be used to establish the clinical or applied significance of target behavior selection and to document the social importance of effects. Contributions of functional behavioral assessment in designing and implementing behavioral interventions are examined. Future directions for research and practice in behavioral interventions in schools are considered.

Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71(2), 165-179.
Abstract:
Single-subject research plays an important role in the development of evidence-based practice in special education. The defining features of single-subject research are presented, the contributions of single-subject research for special education are reviewed, and a specific proposal is offered for using single-subject research to document evidence-based practice. This article allows readers to determine if a specific study is a credible example of single-subject research and if a specific practice or procedure has been validated as "evidence-based" via single-subject research.

Justice, L. M. (2006). Evidence-based practice, response to intervention, and the prevention of reading difficulties. Language, Speech, and Hearing Services in Schools, 37(4), 284-297.
Abstract:
Purpose: This article provides an evidence-based perspective on what school communities can do to lower the prevalence of reading difficulties among their pupils through preventive interventions. It also delineates the roles that speech-language pathologists (SLPs) might play in these interventions. Method: This article is organized to first provide a broad overview of current directions in research, practice, and policy in educational interventions, with an emphasis on how the three are increasingly integrated to respond to evidence showing that American school children are underperforming in reading. Next, the concept of response to intervention (RTI) is described. RTI is an educational policy and practice that is grounded in the accumulated literature that focuses on how schools might better organize themselves to deliver multitiered reading interventions to reduce children's risk for reading disability. Last, this article provides three organizational principles that school-based professionals, including SLPs, might follow to deliver RTI interventions. Implications: This article provides an important and timely description of key concepts in the prevention of reading difficulties through proactive multitiered interventions. SLPs can draw on the suggestions presented here to inform their local efforts in implementing preventive literacy programs that are consistent with an RTI paradigm.

Odom, S. L. (2005). Research in special education: Scientific methods and evidence-based practices. Exceptional Children, 71(2), 137-148.
Abstract:
This article sets the context for the development of research quality indicators and guidelines for evidence of effective practices provided by different methodologies. The current conceptualization of scientific research in education and the complexity of conducting research in special education settings underlie the development of quality indicators. Programs of research in special education may be viewed as occurring in stages: moving from initial descriptive research, to experimental causal research, to finally research that examines the processes that might affect wide-scale adoption and use of a practice. At each stage, different research questions are relevant, and different research methodologies to address the research questions are needed.

Thompson, B., Diamond, K. E., McWilliam, R., Snyder, P., & Snyder, S. W. (2005). Evaluating the quality of evidence from correlational research for evidence-based practice. Exceptional Children, 71(2), 181-194.
Abstract:
Only true experiments offer definitive evidence for causal inferences, but not all educational interventions are readily amenable to experiments. Correlational evidence can at least tentatively inform evidence-based practice when sophisticated causal modeling or exclusion methods are employed. Correlational evidence is most informative when exemplary practices are followed as regards (a) measurement, (b) quantifying effects, (c) avoiding common analysis errors, and (d) using confidence intervals to portray the range of possible effects and the precisions of the effect estimates.

May 1, 2009

Several items located (by Courtney)

Roadblocks to Scientific Thinking in Educational Decision Making Preview . By: Yates, Gregory C. R.. Australasian Journal of Special Education, v32 n1 p125-137 Apr 2008. (EJ811167)Add to folder

Establishing a Practice-Based Research Network: Lessons from the Massachusetts ExperiencePreview . By: Pulcini, Joyce; Sheetz, Anne; DeSisto, Marie. Journal of School Health, v78 n3 p172-174 Mar 2008. (EJ811994)

Comments on Slavin": Synthesizing Evidence from Impact Evaluations in Education to Inform ActionPreview . By: Chatterji, Madhabi. Educational Researcher, v37 n1 p23-26 2008. (EJ785820)

History of Evidence-Based Practices: An Interview with Jose SzapocznikPreview . By: Distelberg, Brian J.. Family Journal: Counseling and Therapy for Couples and Families, v16 n2 p173-179 2008. (EJ788669)Add to folder

Evidence-Based Practices in Special Education: Some Practical ConsiderationsPreview . By: Cook, Bryan G.; Tankersley, Melody; Cook, Lysandra. Intervention in School and Clinic, v44 n2 p69-75 2008. (EJ814262)

Evidence-Based Special Education and Professional Wisdom: Putting It All TogetherPreview . By: Cook, Bryan G.; Tankersley, Melody; Harjusola-Webb, Sanna. Intervention in School and Clinic, v44 n2 p105-111 2008. (EJ814263)

Towards an Understanding of Evidence-Based PracticePreview . By: Digennaro Reed, Florence D.; Reed, Derek D.. Journal of Early and Intensive Behavior Intervention, v5 n2 p20-29 2008. (EJ829087)
http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=EJ829087