Researchers perspectives on defining, identifying, and disseminating evidence-based practices in special education

1. Researchers' perspectives on defining, identifying, and disseminating evidence-based practices in special education Bryan G. Cook University of Hawaii

2. The Need for Evidence-based Practices Well evidenced research-to-practice gap Students with disabilities require the most effective teaching Assumption that teachers/educators want to be as effective as they can/maximize student outcomes

3. Best Practice Educators generally agree that some practices are better than others, which we have often referred to as �best practices� However, best practice has become ubiquitous and misapplied to the point that it merely denotes personal opinion (Peters & Heron, 1993)

4. Evidence-based Practices Denote practices that have been shown by research to positively impact important student outcomes EBPs are based on positivism and the notion that research can meaningfully gauge the impact of a practice on student outcomes

5. Evidence-based Practices Broad movement to optimize the impact of practice by basing it on research in medicine (Sackett, Richardson, Rosenberg, & Haynes, 1997), psychology (Chambless et al., 1998), and general education (www.whatworks.ed.gov) Emphasized in recent legislation federally funded educational programs and practices must be grounded in scientifically-based research �that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs� (NCLB, p. 126).

6. Evidence-base Practices Begs the question of what exactly is/ how do we determine evidence-based practices (EBPs)? What types of research designs produce �reliable and valid knowledge relevant to education activities and programs?� What are �rigorous, systematic, and objective procedures?� How many high quality studies showing positive effects are sufficient for a practice to be deemed evidence-based?

7. Evidence-based Practices Generally, other fields have relied on research that establishes causality to determine EBPs WWC focuses on group experimental (RCTs) and quasi-experimental, including single-subject research, studies Many also require that those studies be of high methodological quality to �count� WWC examines baseline equivalence, overall and differential attrition, intervention contamination, and teacher-intervention confound Randomized controlled trials can meet evidence standards, quasi-exp only result in meeting evidence standards with reservationsRandomized controlled trials can meet evidence standards, quasi-exp only result in meeting evidence standards with reservations

8. Evidence-based Practices in Special Education Efforts underway to establish EBPs in special education CEC has been engaged in establishing a procedure for determining EBPs in special education since at least 2004 Division for Research Task Force produced a series of papers delineating quality indicators for research and standards for evidence-based practice in group experimental and single-subject designs Quality indicators have been applied in multiple studies

9. Conclusion Some indications that evidence-based practice is starting to become another term de jour and lose its meaning We do not yet have an inventory of EBPs in special education or established criteria or processes for generating one This panel focuses on issues encountered and progress made along that path

10. Panel Steve Graham - Evidence-Based Practice: Yes, but with Cautions & Recommendations Sam Odom � Quality Indicators for Research and Evidence-based Practice in Special Education Melody Tankersley � Using Quality Indicators to Identify Quality Research Rachelle Bruno � CEC�s Evidence-based Practice Effort