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Unraveling Evidence-Based Practices in Special Education
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Cook, Bryan G.; Cook, Sara Cothren – Journal of Special Education, 2013
Evidence-based practices (EBPs) are instructional techniques that meet prescribed criteria related to the research design, quality, quantity, and effect size of supporting research, which have the potential to help bridge the research-to-practice gap and improve student outcomes. In this article, the authors (a) discuss the importance of clear…
Descriptors: Evidence, Best Practices, Teaching Methods, Special Education
Nonexperimental Quantitative Research and Its Role in Guiding Instruction
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Cook, Bryan G.; Cook, Lysandra – Intervention in School and Clinic, 2008
Different research designs answer different questions. Educators cannot use nonexperimental quantitative research designs, such as descriptive surveys and correlational research, to determine definitively that an intervention causes improved student outcomes and is an evidence-based practice. However, such research can (a) inform educators about a…
Descriptors: Research Methodology, Statistical Analysis, Special Education Teachers, Educational Research
Evidence-Based Practices in Special Education: Some Practical Considerations
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Cook, Bryan G.; Tankersley, Melody; Cook, Lysandra; Landrum, Timothy J. – Intervention in School and Clinic, 2008
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…
Descriptors: Federal Legislation, Disabilities, Special Education, Evidence
Examining the Role of Group Experimental Research in Establishing Evidenced-Based Practices
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Cook, Lysandra; Cook, Bryan G.; Landrum, Timothy J.; Tankersley, Melody – Intervention in School and Clinic, 2008
Using evidence-based practices, or those instructional techniques shown by research to improve student outcomes meaningfully, increases the performance of students with disabilities and should therefore be a priority for special educators. But how does a practice come to be considered evidence based? The unique characteristics of group…
Descriptors: Intervention, Disabilities, Special Education Teachers, Outcomes of Education