CEC | Evidence-based Practices

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Evidence-based Practices

While the law requires teachers to use evidence-based practices in their classrooms, the special education field has not yet determined criteria for evidence based practice nor whether special education has a solid foundation of evidence-based practices. Also, those teaching strategies that have been researched are difficult for teachers to access.

CEC is taking a leading role in defining and presenting evidence-based practices for the field. CEC’s Professional Standards & Practice Committee has developed a comprehensive proposal for evidence-based practices. The proposal will select criteria to identify evidence-based practices and develop a process by which CEC would identify these practices.

Additionally, CEC’s Division for Research (CEC-DR) has made recommendations to the Institute for Educational Sciences. CEC-DR said IES should promote research for children ages birth – 21, not just school-age children; research should include social and transition skills; and IES should coordinate with the Office of Special Education Programs regarding the implementation of the Individuals with Disabilities Education Act, among others.

Research Papers: Criteria for Evidence-based Practice (*Read-only PDFs)

Evaluating the Quality of Evidence From Correlational Research for Evidence-based Practice PDF

Quality Indicators for Group Experimental and Quasi-experimental Research in Special Education PDF

The Use of Single Subject Research to Identify Evidence-based Practice in Special Education PDF

Qualitative Studies in Special Education PDF

Research in Special Education: Scientific Methods and Evidence-based Practices PDF

* These papers were published in Exceptional Children Vol 71-2 (Winter issue).

A Review of the Effects of Peer Tutoring on Students With Mild Disabilities in Secondary Settings Restricted

Generally, peer tutoring in secondary settings results in improved academic performance of students with mild disabilities and could be classified as an evidence based practice.

Applications of Participatory Action Research with Students who Have Disabilities
This digest offers several examples of how researchers and practitioners are using participatory action research data to select effective practices and support change and innovation."

Characteristics of Students Who Don’t Respond to Research-Based Interventions
This study provides a contextually derived approach to identifying students as non-responders as well as a sample implementation of RTI methodology.

Data-based Decision Making-A Core Feature of Implementing Interventions
Researchers are investigating how data-based decision making enhances results when developing schoolwide positive behavioral support systems, using high stakes assessment scores for school improvement, and integrating curriculum-based measurement into the instructional program. "

Determining Evidence-Based Practices in Special Education Restricted

Approaches for establishing evidence-based practices in special education and related fields are described. The five reviews reported in this issue are then analyzed, yielding recommendations for refining how evidence-based practices are established in special education.

Elementary and Middle Schools Technical Assistance Center: An Approach to Support the Effective Implementation of Scientifically Based Practices in Special Education Restricted

An insider-outsider approach to assist school districts in identifying and implementing scientifically based practices is described. EMSTAC-assisted districts learned to work through a systematic process for changing and improving their instructional programs over time.

Evidence-based Practice

Evidence-Based Practice—Wanted, Needed, and Hard to Get
While the law requires teachers to use evidence-based practices in their classrooms, the field has not yet determined criteria for evidence based practice nor whether special education has a solid foundation of evidence-based practices. Also, those teaching strategies that have been researched are difficult for teachers to access.

Integrating Evidence-Based Practices in Middle Science Reading Restricted

Student surveys and teacher interviews indicated a commitment to continue peer-mediated practices to support inclusion of a wide diversity of students.

Peer Assisted Learning Strategies (PALS)

Using Data from Participatory Action Research to Support Change and Innovation
Participatory action research is an approach in which researchers and stakeholders (i.e., those individuals who might potentially benefit from the research findings) collaboratively engage in the various stages of the research process. The goal is greater participation and influence of stakeholders in the research process, a major purpose being to support the implementation of research findings in practice."