|Performance Architecture: Improving the Performance of Organizations||This paper introduces performance architecture as a framework that allows someone to assess all features of an organization so that the parts of the system can be aligned to support an innovation.||Addison, R. (2012). Performance Architecture: Improving the Performance of Organizations Retrieved from ../../ uploads /docs/ 2012%20 Wing%20Summit %20RA.pdf.|
|A Research-Informed Design for Preparing Principals: What We Could Do Differently and Why It Might Work||This paper explores an alternative principal development program that combines the development of shared leadership and individual leaders as schools pursue their learning-improvement agendas.||Bellamy, T. (2015). A Research-Informed Design for Preparing Principals: What We Could Do Differently and Why It Might Work Retrieved from .. /../ uploads/docs/ 2015WingSummit TB.pdf.|
|Changing Hearts, Minds, and Behavior: Can Implementation Science Offer Any Clues?||This paper examines school cultural issues in the context of implementation research.||Blasé, K. (2014). Changing Hearts, Minds, and Behavior: Can Implementation Science Offer Any Clues? Retrieved from ../../ uploads/ docs/ KBlase2014.pdf.|
|Seeking the Magic Metric: Using Evidence to Identify and Track School System Progress||This paper discusses the search for a “magic metric” in education: an index/number that would be generally accepted as the most efficient descriptor of school’s performance in a district.||Celio, M. B. (2013). Seeking the Magic Metric: Using Evidence to Identify and Track School System Quality. In Performance Feedback: Using Data to Improve Educator Performance (Vol. 3, pp. 97-118). Oakland, CA: The Wing Institute.|
|Evidence-Based Practice in the Broader Context: How Can We Really Use Evidence to Inform Decisions?||This paper provides an overview of the considerations when introducing evidence-based services into established mental health systems.||Chorpita, B. F., & Starace, N. K. (2010). Evidence-Based Practice in the Broader Context: How Can We Really Use Evidence to Inform Decisions? Journal of Evidence-Based Practices for Schools, 11(1), 4–29.|
|Taking Response to Intervention to Scale: Developing and Implementing a Quality Response-to-Intervention Process||This paper presents RtI as a continuous evaluation cycle: problem identification, problem analysis, goal setting, plans implementation and plan evaluation.||Daly, III, E. J., Kupzyk, S., Bossard, M., Street, J., & Dymacel, R. (2008). Taking Response to Intervention to Scale: Developing and Implementing a Quality Response-to-Intervention Process. Journal of Evidence-Based Practices for Schools, 9(2), 102–127.|
|Performance Feedback in Education: On Who and For What||This paper reviews the importance of feedback in education reviewed the scientific model of behavior change (antecedent, behavior, consequences).||Daniels, A. (2013). Feedback in Education: On Whom and for What. In Performance Feedback: Using Data to Improve Educator Performance (Vol. 3, pp. 77-95). Oakland, CA: The Wing Institute.|
|Evidence-Based, Empirically Supported, OR Best Practice?||Evidence-based, empirically-supported, and best practice are often used interchangeably. A case is made that for clarity each term should have a separate and distinct meaning.||Detrich, R. (2008). Evidence-Based, Empirically Supported, OR Best Practice?. Effective practices for children with autism, 1.|
|From Policy to Practice||
The reauthorization of the special education act (IDEIA) placed great emphasis of scientifically based instruction and interventions. This chapter reviews the implications for how special education services are delivered.
|Detrich, R. (2008). From Policy to Practice. Grigorenko, E. L. (Ed.). Educating individuals with disabilities: IDEIA 2004 and beyond. Springer Publishing Company.|
|Treatment Integrity: Fundamental to Education Reform||
To produce better outcomes for students two things are necessary: (1) effective, scientifically supported interventions (2) those interventions implemented with high integrity. Typically, much greater attention has been given to identifying effective practices. This review focuses on features of high quality implementation.
|Detrich, R. (2014). Treatment integrity: Fundamental to education reform. Journal of Cognitive Education and Psychology, 13(2), 258-271.|
|Are We Looking for Love in All the Wrong Places? Comment on Dixon et al.||
Dixon and colleagues proposed that faculty publication rates were a reasonable metric for judging the quality of practitioner training programs. In this commentary, it is suggested that publication rates may be a poor measure of a quality training program.
|Detrich, R. (2015). Are We Looking for Love in All the Wrong Places? Comment on Dixon et al. Behavior Analysis in Practice, 8(2), 144-146.|
|Innovation, Implementation Science, and Data-Based Decision Making: Components of Successful Reform||
Schools are often expected to implement innovative instructional programs. Most often these initiatives fail because what we know from implementation science is not considered as part of implementing the initiative. This chapter reviews the contributions implementation science can make for improving outcomes for students.
|Detrich, R. Innovation, Implementation Science, and Data-Based Decision Making: Components of Successful Reform. Handbook on Innovations in Learning, 31.|
|Teaching Functional Life Skills to Children with Developmental Disabilities||
In this chapter we describe systematic instructional practices that are necessary for individuals with disabilities to benefit from educational services.
|Detrich, R., & Higbee, T. S. (2009). Teaching Functional Life Skills to Children with Developmental Disabilities. Practical Handbook of School Psychology: Effective Practices for the 21st Century, 371.|
|A Decade of Evidence-Based Education: Where Are We and Where Do We Need to Go?||
The promise of evidence-based education was improved outcomes for all students. In the intervening 10 years, it has become clear that without careful attention to implementation the promise of evidence-based education will not be realized.
|Detrich, R., & Lewis, T. (2013). A Decade of Evidence-Based Education: Where Are We and Where Do We Need to Go. Journal of Positive Behavior Interventions, 15(4).|
|Treatment Integrity: A Fundamental Unit of Sustainable Educational Programs.||Reform efforts tend to come and go very quickly in education. This paper makes the argument that the sustainability of programs is closely related to how well those programs are implemented.||Detrich, R., Keyworth, R. & States, J. (2010). Treatment Integrity: A Fundamental Unit of Sustainable Educational Programs. Journal of Evidence-Based Practices for Schools, 11(1), 4-29.|
|A roadmap to evidence-based education: Building an evidence-based culture||Increasing education’s reliance on evidence to guide decisions requires a significant change in the culture of districts and schools. This paper reviews the implications of moving toward evidence-based education.||Detrich, R., Keyworth, R., & States, J. (2007). A Roadmap to Evidence-based Education: Building an Evidence-based Culture. Journal of Evidence-based Practices for Schools, 8(1), 26-44.|
|Evidence-Based Education and Best Available Evidence: Decision-Making Under Conditions of Uncertainty||
Evidence-based practice is a framework for decision making. Even with high quality evidence there are likely sources of uncertainty that practitioners must confront.
|Detrich, R., Slocum, T. A., & Spencer, T. D. (2013). Evidence-based education and best available evidence: decision-making under conditions of uncertainty. Evidence-Based Practices, 26, 21.|
|Response to intervention: What it is and what it is not||
Response to Intervention is a framework for determining the intensity of services that are necessary for a student to benefit from instruction. This paper addresses some of the misconceptions about RtI.
|Detrich, R., States, J., & Keyworth, R. (2008). Response to Intervention: What it Is and What it Is Not. Journal of Evidence-based Practices for Schools, 9(2), 60-83.|
|Thirty years of Getting Teachers to be More Effective||This paper presents a model for building a school organizational culture that trains and supports teachers in an effective, efficient, and sustainable manner.||Fitch, S. (2013). Thirty years of Getting Teachers to be More Effective Retrieved from ../../uploads docs/2013WingSummitSF.pdf.|
|Sustainability of evidence-based programs in education||This paper discusses common elements of successfully sustaining effective practices across a variety of disciplines.||Fixsen, D. L., Blase, K. A., Duda, M., Naoom, S. F., & Van Dyke, M. (2010). Sustainability of evidence-based programs in education. Journal of Evidence-Based Practices for Schools, 11(1), 30–46.|
|Data-Based Decision Making for Students Social Behavior||This paper discusses methods for making valid data-based decisions for student social behavior.||Gresham, F. (2009). Data-Based Decision Making for Students Social Behavior Retrieved from .|
|No Child Left Behind, Contingencies, and Utah’s Alternate Assessment.||This paper dissusses the contingencies that create opportunities and obstacles for the use of effective educational practices in a state-wide system.||Hager, K. D., Slocum, T. A., & Detrich, R. (2007). No Child Left Behind, Contingencies, and Utah’s Alternate Assessment. Journal of Evidence-Based Practices for Schools, 8(1), 63–87.|
|Improving Educational Outcomes in America: Can A Low-Tech, Generic Teaching Practice Make A Difference||It is generally agreed that what teachers do in classrooms will have the greatest impact on learning; however, there is little agreement about what should be done. Heward and Wood consider a range of instructional practices that were identified by participants of the eighth Wing Institute summit and make an argument that Active Student Responding (ASR) has the potential to significantly improve student learning. The further make the case that ASR is a low cost, effective alternative to many of the instructional practices, such as computer assisted instruction, that are often proposed by educational reformers. The authors consider ASR in the context of the positive benefits and the cost considerations including equipment/materials, training, logistical fit, and the fit with the teacher's belief about effective instruction.||Heward, W.L. & Wood, C.L. (2015). Improving Educational Outcomes in America: Can A Low-Tech, Generic Teaching Practice Make A Difference Retrieved from ../../ uploads/docs/ 2013WingSummitWH.pdf.|
|Conceptual and empirical issues related to developing a response-to-intervention framework||This paper examines five dimensions when implementing RtI: the tier model, identification of “at risk students”, preventative treatment, progress monitoring, and strategies for nonresponders.||Hintze, J. M. (2008). Conceptual and empirical issues related to developing a response-to-intervention framework. Journal of Evidence-Based Practices for Schools, 9(2), 128–147.|
|Science and the Education of Teachers||This paper highlights the importance of making the preparation of teachers as scientific as possible by basing instruction on scientific evidence and making teaching an applied science.||Kauffman, J. M. (2012). Science and the Education of Teachers. In Education at the Crossroads: The State of Teacher Preparation (Vol. 2, pp. 47-64). Oakland, CA: The Wing Institute.|
|Professional Learning That Makes An Impact||This paper discusses the critical elements of effective teacher coaching.||Knight, J. (2013). Professional Learning That Makes An Impact Retrieved from ../../uploads/docs/ Accountability%20and %20Autonomy.pdf.|
|Establishing and sustaining statewide positive behavior supports implementation: A description of Maryland's model||This paper examines the evidence-based education issues that come into play with the implementation of a Positive Behavior Support school culture.||Lewis-Palmer, T., & Barrett, S. (2007). Establishing and sustaining statewide positive behavior supports implementation: A description of Maryland’s model. Journal of Evidence-Based Practices for Schools, 8(1), 45–61.|
|Comprehensive Teacher Induction: What We Know, Don't Know, and Need to Know Soon||This paper examines teacher induction through the lens of scientific evidence.||Maheady, L., & Jabot, M. (2012). Comprehensive Teacher Induction: What We Know, Don’t Know, and Must Learn Soon! In Education at the Crossroads: The State of Teacher Preparation (Vol. 2, pp. 65-89). Oakland, CA: The Wing Institute.|
|From “learning to learn” to “training to teach”: Changing the culture of teacher preparation||This paper considers issues confronted by National Council on Teacher Quality (NCTQ) upon publishing their second edition of Teacher Prep Review, a comprehensive evaluation of programs that train new teachers. Changing the culture of teacher preparation has proven to be extremely challenging. The paper examines the deeply entrenched preparation program culture that has been resistant to changes proposed by policy makers, school systems, and the public. Arthur reviews the current state of teacher preparation, the efforts of NCTQ to raise the standards of preparation, and looks at what can be done in the future to continue the progress that has been already achieved.||McKee, A. (2014). From “learning to learn” to “training to teach”: Changing the culture of teacher preparation Retrieved from ../../uploads/docs/ 2014%20Wing%20 Summit%20AM.pdf.|
|Change Leadership: Innovation in State Education Agencies||This paper identifies the critical role State Education Agencies play in successful school culture change and discusses a framework for "change leadership".||Redding, S. (2012). Change Leadership: Innovation in State Education Agencies Retrieved from ../../uploads/docs/Redding %20Change Leadership.pdf.|
|Working with Staff to Promote Data-Based Decision Making: Recommended Strategies and Common Pitfalls||This paper discusses evidence-based ways of working with staff to promote program intervention integrity and accurate data collection.||Reid, D. (2009). Working with Staff to Promote Data-Based Decision Making: Recommended Strategies and Common Pitfalls Retrieved from .|
|Roles and responsibilities of researchers and practitioners for translating research to practice||This paper outlines the best practices for researchers and practitioners translating research to practice as well as recommendations for improving the process.||Shriver, M. D. (2007). Roles and responsibilities of researchers and practitioners for translating research to practice. Journal of Evidence-Based Practices for Schools, 8(1), 1–30.|
|Evaluating the Validity of Systematic Reviews to Indentify Empirically Supported Treatments||
The systematic review process is an assessment and, as such, concerns about validity of the assessment are paramount. In this paper, we review the considerations that are important in reaching conclusions about the adequacy of a systematic review.
|Slocum, T. A., Detrich, R., & Spencer, T. D. (2012). Evaluating the validity of systematic reviews to identify empirically supported treatments. Education and Treatment of Children, 35(2), 201-233.|
|The Evidence-Based Practice of Applied Behavior Analysis||
Applied behavior analysis emphasizes being scientifically-based In this paper, we discuss how the core features of evidence-based practice can be integrated into applied behavior analysis.
|Slocum, T. A., Detrich, R., Wilczynski, S. M., Spencer, T. D., Lewis, T., & Wolfe, K. (2014). The Evidence-Based Practice of Applied Behavior Analysis. The Behavior Analyst, 37(1), 41-56.|
|Best Available Evidence: Three Complementary Approaches||The notion of best available evidence implies that some evidence is better than other. This paper reviews different sources of evidence and the relative strengths and limitations of each type.||Slocum, T. A., Spencer, T. D., & Detrich, R. (2012). Best available evidence: Three complementary approaches. Education and Treatment of Children, 35(2), 153-181.|
|Evidence-based Practice: A Framework for Making Effective Decisions||
Evidence-based practice is characterized as a framework for decision-making integrating best available evidence, clinical expertise, and client values and context. This paper reviews how these three dimensions interact to inform decisions.
|Spencer, T. D., Detrich, R., & Slocum, T. A. (2012). Evidence-based practice: A framework for making effective decisions. Education and Treatment of Children, 35(2), 127-151.|
|Culture, Context, and Connections: Behavior Analytic Considerations for Enhancing School Climate"||This paper examines the issue of school culture from the context of helping schools adopt and implement positive behavior interventions.||Sugai, G. (2014). Culture, Context, and Connections: Behavior Analytic Considerations for Enhancing School Climate" Retrieved from ../../uploads/docs/ 2014WingSummitGS.pdf.|
|School-wide positive behavior support: Establishing a continuum of evidence based practices||This paper provides an overview of "lessons learned" from efforts to sustain and scale-up a school-wide continuum of evidence-based behavioral practices and systems in schools.||Sugai, G., & Horner, R. H. (2010). School-wide positive behavior support: Establishing a continuum of evidence based practices. Journal of Evidence-Based Practices for Schools, 11(1), 62–83.|
|Seven Habits of Superhero Teachers||This commentary review the critical competencies for teacher success in the classroom.||Twyman, J. S. (2013) Seven Habits of Superhero Teachers. Wing Institute. Date accessed: 5/7/14.|
|Identifying research-based practices for response to intervention: Scientifically based instruction||This paper examines the types of research to consider when evaluating programs, how to know what “evidence’ to use, and continuums of evidence (quantity of the evidence, quality of the evidence, and program development).||Twyman, J. S., & Sota, M. (2008). Identifying research-based practices for response to intervention: Scientifically based instruction. Journal of Evidence-Based Practices for Schools, 9(2), 86–101.|
|Using Performance Feedback to Improve Teacher Effectiveness||This paper examines intervention and instruction failures and describe concrete steps that implementers can take to improve the results of their instruction and intervention in classrooms.||VanDerHeyden, A. (2013). Are We Making the Differences That Matter in Education? In Performance Feedback: Using Data to Improve Educator Performance (Vol. 3, pp. 119-138). Oakland, CA: The Wing Institute.|