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What Equivocal Data from Single Case Comparison Studies Reveal about Evidence-Based Practices in Early Childhood Special Education
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Ledford, Jennifer R.; Barton, Erin E.; Hardy, Jessica K.; Elam, Katie; Seabolt, Jordan; Shanks, Meredith; Hemmeter, M. L.; Kaiser, Ann – Journal of Early Intervention, 2016
Although comparison studies are important in early intervention/early childhood special education (EI/ECSE), results of well-designed comparison studies are likely to be unpublished because of undifferentiated or differently differentiated results across participants. The purpose of this article is to highlight the utility of comparison designs in…
Descriptors: Data, Comparative Analysis, Evidence Based Practice, Early Childhood Education
Learning Disabilities: Implications for Policy regarding Research and Practice--A Report by the National Joint Committee on Learning Disabilities, March 2011
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Learning Disabilities: A Multidisciplinary Journal, 2012
The National Joint Committee on Learning Disabilities (NJCLD) affirms that the construct of learning disabilities represents a valid, unique, and heterogeneous group of disorders, and that recognition of this construct is essential for sound policy and practice. An extensive body of scientific research on learning disabilities continues to support…
Descriptors: Scientific Research, Learning Disabilities, Accountability, Research and Development
Using Treatment Integrity in the Classroom to Bring Research and Practice Together
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De Fazio, Carina M.; Fain, A. Christi; Duchaine, Ellen L. – Beyond Behavior, 2011
Legislation such as No Child Left Behind (NCLB), the Individuals with Disabilities Education Act, and its reauthorization, the Individuals with Disabilities Education Improvement Act, mandate that evidence-based practices be used in schools. In fact, NCLB requires that "scientifically-based research" be the basis for classroom practices…
Descriptors: Evidence, Intervention, Federal Legislation, Disabilities
Benefits of Teacher Collaboration across Varying Stages of the Research Process
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Lang, Russell; Page, Sue – Intervention in School and Clinic, 2011
Professionals mostly agree that scientific research should guide practice in education. The Individuals with Disabilities Education Improvement Act (IDEIA; 2004) and the No Child Left Behind Act (2002) require that students with disabilities receive research-based practices in the "least restrictive environment." Because the least…
Descriptors: Scientific Research, Federal Legislation, Disabilities, Teacher Collaboration
Specific Learning Disabilities and Responsiveness to Intervention. Resource List. Winter 2007
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Starrett, Barbara E.; de Boer, Sonja R.; Tollefson, Julie M. – National Research Center on Learning Disabilities, 2007
The Individuals with Disabilities Education Act of 1997 (IDEA 1997) and Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) define specific learning disabilities in a similar manner. "The term "specific learning disability" means a disorder in one or more of the basic psychological processes involved in…
Descriptors: Learning Problems, Learning Disabilities, Brain, Emotional Disturbances