Education Drivers

Context

Stakeholder values and context are cornerstones of the evidence-based decision-making framework. Stakeholder perspectives about the goals of intervention and the appropriate methods for accomplishing those goals can guide decision makers as they consider various interventions. Similarly, the context in which interventions are implemented can influence which interventions are adopted. Decision makers must consider the match between resources required for an intervention and resources available in a specific circumstance. In some instances, it is better to select an intervention that has less empirical support or weaker effects but can be implemented more easily. High-quality implementation of a less effective intervention is likely to produce better outcomes than an intervention that has greater empirical effectiveness but cannot be implemented well. Among the contextual variables that must be considered when adopting an intervention are level of training and experience required, amount of training time to ensure effective implementation, cost of the intervention relative to potential benefits, and amount of time needed for implementation.

 

Publications

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SYNOPSIS
CITATION
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.

Evidence-based Practice: A Framework for Making Effective Decisions

Synopsis: 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.

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.

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.

 

Presentations

TITLE
SYNOPSIS
CITATION
A Systematic Approach to Data-based Decision Making in Education: Building School Cultures

This paper examines the critical pracitce elements of data-based decision making and strategies for building school cultures to support the process.

Keyworth, R. (2009). A Systematic Approach to Data-based Decision Making in Education: Building School Cultures [Powerpoint Slides]. Retrieved from 2009-campbell-presentation-randy-keyworth.

Building a Data-based Decision Making Culture through Performance Management

This paper examines the issues, challenges, and opportunities of creating a school culture that uses data systematically in all of its decision making.

Keyworth, R. (2009). Building a Data-based Decision Making Culture through Performance Management [Powerpoint Slides]. Retrieved from 2008-aba-presentation-randy-keyworth.

A Systematic Approach to Data-based Decision Making in Education

Systematic data-based decision making is critical to insure that educators are able to identify, implement, and trouble shoot evidence-based interventions customized to individual students and needs.

Keyworth, R. (2010). A Systematic Approach to Data-based Decision Making in Education [Powerpoint Slides]. Retrieved from 2010-hice-presentation-randy-keyworth.

Contingencies for the Use of Effective Educational Practices: Developing 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.

Slocum, T. (2006). Contingencies for the Use of Effective Educational Practices: Developing Utah’s Alternate Assessment [Powerpoint Slides]. Retrieved from 2006-wing-presentation-tim-slocum.

Identifying Research-based Practices for RtI: Scientifically Based Reading

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. (2007). Identifying Research-based Practices for RtI: Scientifically Based Reading [Powerpoint Slides]. Retrieved from 2007-wing-presentation-janet-twyman.

Research Based Dissemination: Or Confessions of a Poor Disseminator"
This paper shares research on what makes ideas "stick" (gain acceptance, maintain) within a culture and provided an acronym from the results: SUCCESS (simple, unexpected, concrete, credible, emotional, involve stories).
Cook, B. (2014). Research Based Dissemination: Or Confessions of a Poor Disseminator" [Powerpoint Slides]. Retrieved from 2014-wing-presentation-bryan-cook.
If We Want More Evidence-based Practice, We Need More Practice-based Evidence
This paper discusses the importance, strengths, and weaknesses of using practice-based evidence in conjunction with evidence-based practice.
Cook, B. (2015). If We Want More Evidence-based Practice, We Need More Practice-based Evidence [Powerpoint Slides]. Retrieved from 2015-wing-presentation-bryan-cook.
The Four Assumptions of the Apocalypse
This paper examines the four basic assumptions for effective data-based decision making in education and offers strategies for addressing problem areas.
Detrich, R. (2009). The Four Assumptions of the Apocalypse [Powerpoint Slides]. Retrieved from 2009-wing-presentation-ronnie-detrich.
Evidence-based Practice for Applied Behavior Analysts: Necessary or Redundant
Evidence-based practice has been described as a decision making framework. This presentation describes the features and challenges of this perspecive.
Detrich, R. (2015). Evidence-based Practice for Applied Behavior Analysts: Necessary or Redundant [Powerpoint Slides]. Retrieved from 2013-aba-presentation-ronnie-detrich-tim-slocum-teri-lewis-trina.
Workshop: Evidence-based Practice of Applied Behavior Analysis.
Evidence-based practice is a decision-making framework that integrates best available evidence, professional judgement, and client values and context. This workshop described the relationship across these three dimensions of decision-making.
Detrich, R. (2015). Workshop: Evidence-based Practice of Applied Behavior Analysis. [Powerpoint Slides]. Retrieved from 2015-missouriaba-workshop-presentation-ronnie-detrich.
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SYNOPSIS
CITATION
Contextual fit for behavioral support plans: A model for A Goodness-of-fit

Albin and colleagues make the argument that interventions are more likely to be adopted and implemented if they is a good contextual fit between the context of implementation and the intervention.

Albin, R. W., Lucyshyn, L. M., Homer, R. H., & Flannery, K. B. (1996). Contextual fit for behavioral support plans: A model for A Goodness-of-fit. In R. L. K. L. K. Koegel, & G. Dunlap (Eds.), (Ed.), Positiveb ehavior support: Including people with difficult behavior in the community (pp. (pp. 81-89).). Baltimore: Paul Brookes. 

Effects of Acceptability on Teachers' Implementation of Curriculum-Based Measurement and Student Achievement in Mathematics Computation

Acceptability is a proxy measure of how well an intervention fits into the context of the intervention setting.

Allinder, R. M., & Oats, R. G. (1997). Effects of Acceptability on Teachers’ Implementation of Curriculum-Based Measurement and Student Achievement in Mathematics Computation. Remedial & Special Education, 18(2), 113. Retrieved from http://psycnet.apa.org/index.cfm?fa=search.displayRecord&UID=1997-03796-005

Effects of Behavior Support Team Composition on the Technical Adequacy and Contextual Fit of Behavior Support Plans

Benazzi and colleagues examined the contextual fit of interventions when they were deveopled by different configurations of individuals.

Benazzi, L., Horner, R. H., & Good, R. H. (2006). Effects of Behavior Support Team Composition on the Technical Adequacy and Contextual Fit of Behavior Support Plans. Journal of Special Education, 40(3), 160-170.

Advancing Intervention Research in School Psychology: Finding the Balance Between Process and Outcome for Social and Behavioral Interventions.

In this article is a proposed model for developing interventions so that they fit into the context of public schools.

Cappella, E., Reinke, W. M., & Hoagwood, K. E. (2011). Advancing Intervention Research in School Psychology: Finding the Balance Between Process and Outcome for Social and Behavioral Interventions. School Psychology Review, 40(4), 455-464.conte

Increasing treatment fidelity by matching interventions to contextual variables within the educational setting

The impact of an intervention is influenced by how well it fis into the context of a classroom.  This paper suggests a number of variables to consider and how they might be measured prior to the development of an intervention.

Detrich, R. (1999). Increasing treatment fidelity by matching interventions to contextual variables within the educational setting. School Psychology Review, 28(4), 608-620.

Sustainability of Teacher Implementation of School-Based Mental Health Programs.

This paper provides an integrated understanding of contextual factors that affect implementation.

Han, S. S., & Weiss, B. (2005). Sustainability of Teacher Implementation of School-Based Mental Health Programs. Journal of Abnormal Child Psychology, 33(6), 665-679. 

Building Capacity to Implement and Sustain Effective Practices to Better Serve Children

This article provides an overview of contextual factors across the levels of an educational system that influence implementation.

http://eric.ed.gov/?id=EJ788242

Implementation, context and complexity

Implementation of an intervention always occurs in a specific context.  This papers considers the complexity that context contributes to implementation science.

May, C. R., Johnson, M., & Finch, T. (2016). Implementation, context and complexity. Implementation Science, 11(1), 141.

The Evidence-based Practice of Applied Behavior Analysis

The paper describes the relationship between the three cornerstones of evidence-based practice including context.

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, 41-56.

Evidence-based Practice: A Framework for Making Effective Decisions.

Evidence-based practice is a decision-making framework.  This paper describes the relationships among the three cornerstones of this framework.

Spencer, T. D., Detrich, R., & Slocum, T. A. (2012). Evidence-based Practice: A Framework for Making Effective Decisions. Education & Treatment of Children (West Virginia University Press), 35(2), 127-151.

TITLE
SYNOPSIS
Cambridge Center for Behavioral Studies
The mission of the organization is to advance the scientific study of behavior and its humane application to the solution of practical problems in the home, school, community, and the workplace
Cochrane Collaboration
Cochrane is an independent network of health practitioners, researchers, patient advocates and others, responding to the challenge of making the vast amounts of evidence generated through research useful for informing decisions about health.
Current Controlled Trials - Medicine
This is an example from medicine of dissemination of evidence-based practices.
Daniel Willingham - Web Site
Daniel Willingham is a resource to help those interested in issues of education to find practical, helpful information on what works and what doesn’t. His videos are of special interest.
Data Quality Campaign
This nonprofit organization promotes the systematic and outcome driven use of data at all levels of education
Institute of Education Sciences
IES is the statistics, research, and evaluation arm of the U.S. Department of Education. Its mission is to provide scientific evidence on which to ground education practice and policy and to share this information in formats that are useful and accessible to educators, parents, policymakers, researchers, and the public.
Journal of Contemporary Clinical Trials
Contemporary Clinical Trials is an international journal that publishes manuscripts pertaining to the design, methods and operational aspects of clinical trials.
Logical Positivism
An overview of Logical Positivism and it’s impact on science and the issue of verifiability.
Positive Behavioral Interventions and Supports (PBIS)

The Technical Assistance Center on PBIS provides support states, districts and schools to establish, scale-up and sustain the PBIS framework.

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