Discussion 1: Evidence-Based Practices: How Do You Know They Are Working?
Discussion 1: Evidence-Based Practices: How Do You Know They Are Working?
For this Discussion you will develop a working definition of “evidence-based practice” after reading different perspectives on what it means for practices to have a strong evidence base. This definition will assist with future modules as you explore what evidence-based practice looks like in academic and social-emotional instruction within special education.
To prepare:
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Order Paper Now- Review this module’s Learning Resources and analyze the perspectives for what makes a strategy evidence-based.
- Develop a definition of “evidence-based practice” based on the information gathered from the readings.
- Select two peer-reviewed articles written within the past 3 years that report on a study using evidence-based practices to support your definition.
- Review the Appendix B Checklist from the U.S. Department of Education’s Identifying and Implementing Educational Practices Supported by Rigorous Evidence article in the module’s Learning Resources.
- Review the CEC Standards for Evidence-Based Practices in Special Education.
- Review the CEC evidence-based practice news release.
By Day 3 of Week 1 (June 3, 2020)
Post your “evidence-based practice” definition and an evaluation of your selected articles addressing the following:
- *A citation for each article and an explanation as to why it was selected
- *How would you evaluate the findings based on the checklist? How do the articles measure up to the standards addressed in the checklist? (THIS CHECK LIST IS APPENDIX B in the US Dept of Education resource 2003).
- *How might someone evaluate an observed teaching practice to determine the extent to which it is research-based?
- *In what ways might there be differences in the interpretation of what evidence-based specialized instruction is, depending on the particular disability area?
Text Book is:
Coyne, M. D., Kame’enui, E. J., & Carnine, D. W. (2011). Effective teaching strategies that accommodate diverse learners (4th ed.). Boston, MA: Pearson.
- Chapter 1, “Introduction”
- Chapter 2, “Characteristics of Students with Diverse Learning and Curricular Needs”
For immediate release
Contact: Diane Shinn, 703-264-9478, dianes@cec.sped.org
CEC Releases Evidence-Based Practice Standards
New standards define quality indicators and criteria for evidence-based practice
Arlington, Va., Jan. 23, 2014 – The Council for Exceptional Children (CEC), the leading voice
in special education, has released its CEC Standards for Evidence-Based Practices in Special
Education.
A workgroup comprised of seven special education researchers developed, vetted, and piloted
the new standards for determining evidence-based practices (EBPs) in special education. CEC’s
goal is that the standards will be applied to better understand the effectiveness of a range of
practices for learners with disabilities.
“The new CEC Standards for Evidence-Based Practices in Special Education will change the
landscape within the special education research community and their application will be critical
to the future success of research in our field,” said CEC President Robin D. Brewer.
The standards were guided by and build upon the separate standards for identifying EBPs in
special education previously developed by Gersten, Fuchs, Compton, Coyne, Greenwood, and
Innocenti (2005) and Horner, Carr, Halle, McGee, Odom, and Wolery (2005) for group
comparison and single-subject research, respectively.
“Our Workgroup owes a tremendous debt to the pioneering work of Gersten et al. and Horner et
al.,” said Bryan Cook, chair of CEC’s EBP workgroup. “Our goal was to build on their work by
creating a single set of standards that incorporates both group comparison and single-subject
research studies and ensuring that the standards reflect the views of the special education
research community.”
The workgroup accomplished these objectives by developing a set of standards that considers
both group comparison and single-subject studies, and conducting a Delphi study to solicit and
incorporate the feedback of a group of expert special education researchers.
Rather than classify practices simply as evidence-based or not, the new standards provide more
detailed classifications of practices’ evidence bases.
Specifically, the new standards result in instructional approaches being categorized as:
Evidence-based practices.
Potentially evidence-based practices.
Having mixed effects.
Having negative effects.
Having insufficient evidence to categorize their effectiveness.
2900 Crystal Drive, Suite 1000, Arlington, VA 22202-3557 (P) 800.224.6830 (TTY) 866.915.5000 (F) 703.243.3961 www.cec.sped.org
http://www.cec.sped.org/“We hope the new standards will be helpful to the special education research community in
classifying the evidence base of instructional practices in special education and that their
application will, in turn, provide a knowledge base that special educators can use to improve the
instruction they provide to exceptional children and youth,” Cook said.
Brewer acknowledged CEC’s appreciation to its expert members in the workgroup. “I would
like to express CEC’s deepest appreciation to Bryan Cook, chair of the workgroup, and all the
workgroup members – Virginia Buysse, Janette Klingner, Tim Landrum, Robin McWilliam,
Melody Tankersley, and Dave Test – for their dedication to this important effort over the past
five years,” she said.
Download CEC Standards for Evidence-Based Practices in Special Education.
The Council for Exceptional Children (CEC) is an international community of educators who
are the voice and vision of special and gifted education. CEC’s mission is to improve the quality
of life for individuals with exceptionalities and their families through professional excellence and
advocacy. Visit us at www.cec.sped.org.
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http://www.cec.sped.org/~/media/Files/Standards/Evidence%20based%20Practices%20and%20Practice/EBP%20FINAL.pdfhttp://www.cec.sped.org/
