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Direct linkCook, 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
Rumrill, Phillip D., Jr.; Cook, Bryan G.; Wiley, Andrew L. – Charles C. Thomas, Publisher, Ltd, 2011
The goal of this second edition is to provide a comprehensive overview of the philosophical, ethical, methodological, and analytical fundamentals of social science and educational research, as well as specify aspects of special education research that distinguish it from scientific inquiry in other fields of education and human services. Foremost…
Descriptors: Special Education, Educational Research, Research Design, Research Methodology
Cook, Bryan G.; Tankersley, Melody; Landrum, Timothy J. – Exceptional Children, 2009
Determining evidence-based practices is a complicated enterprise that requires analyzing the methodological quality and magnitude of the available research supporting specific practices. This article reviews criteria and procedures for identifying what works in the fields of clinical psychology, school psychology, and general education; and it…
Descriptors: Disabilities, School Psychology, Clinical Psychology, Special Education
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
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
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
Cook, Bryan G.; Tankersley, Melody; Harjusola-Webb, Sanna – Intervention in School and Clinic, 2008
There has been an increasing focus on evidence-based practices in special education with efforts underway to authoritatively identify those practices that are evidence based. However, the identification of evidence-based practices is only the beginning of the process of implementing evidence-based special education. The professional wisdom of…
Descriptors: Teacher Effectiveness, Disabilities, Special Education Teachers, Special Education
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