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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
Using Single-Subject Research to Establish the Evidence Base of Special Education
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Tankersley, Melody; Harjusola-Webb, Sanna; Landrum, Timothy J. – Intervention in School and Clinic, 2008
Research in the field of special education often incorporates single-subject designs to investigate the effectiveness of educational practices for students with disabilities. As such, it is important that educators and educational professionals understand the characteristics of single-subject research methodologies and how those characteristics…
Descriptors: Research Methodology, Educational Practices, Special Education, Research Design
Teacher Perceptions of the Useability of Intervention Information from Personal versus Data-Based Sources
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Landrum, Timothy J.; Cook, Bryan G.; Tankersley, Melody; Fitzgerald, Shawn – Education and Treatment of Children, 2007
One prominent issue in contemporary special education is that teaching techniques found by research to be effective in improving the educational outcomes of students with disabilities are not routinely implemented. One way to enhance teachers' use of research-based practices is to disseminate information on effective teaching techniques in ways…
Descriptors: Teaching Experience, Teacher Attitudes, Teaching Methods, Theory Practice Relationship
Emotional and Behavioral Disorders in the New Millennium: The Future Is Now.
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Landrum, Timothy J.; Tankersley, Melody – Behavioral Disorders, 1999
In assessing future prospects of the field of behavioral disorders, examines two areas: (1) early intervention for prevention and (2) inclusion and preparation of teachers. Discusses the need for increased attention to scientific and data-based decision making in the areas of early intervention and teacher preparation, and the establishment of…
Descriptors: Behavior Disorders, Early Intervention, Educational Practices, Elementary Secondary Education
Teacher Perceptions of the Trustworthiness, Usability, and Accessibility of Information from Different Sources.
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Landrum, Timothy J.; Cook, Bryan G.; Tankersley, Melody; Fitzgerald, Shawn – Remedial and Special Education, 2002
A study examined 127 teachers' assessments of the trustworthiness, usability, and accessibility of intervention information obtained from other teachers or colleagues, workshops, college courses, and professional journals. Teachers generally rated their colleagues and workshops not only as more accessible but as providing more trustworthy and…
Descriptors: Access to Information, Disabilities, Educational Resources, Elementary Secondary Education
Bringing Research To Bear on Practice: Effecting Evidence-Based Instruction for Students with Emotional or Behavioral Disorders.
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Cook, Brian G.; Landrum, Timothy J.; Tankersley, Melody; Kauffman, James M. – Education and Treatment of Children, 2003
This paper examines the role of effective practices in making education "special" for students with emotional and/or behavior disorders and discusses barriers and potential solutions for translating research into practice. These include accessibility of the literature base, teacher training and the role of teacher educators, support to implement…
Descriptors: Behavior Disorders, Educational Practices, Elementary Secondary Education, Emotional Disturbances