Publications
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.
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.
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.
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.
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.
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.
Multitiered system of support (MTSS) is a framework for organizing service delivery. At the core of MTSS is the adoption and implementation of a continuum of evidence-based interventions that result in improved academic and behavioral outcomes for all students. MTSS is a data-based decision making approach based on the frequent screening of progress for all students and intervention for students who are not making adequate progress.
States, J., Detrich, R., and Keyworth, R. (2017). Multitiered System of Support Overview. Oakland, Ca. The Wing Institute.
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.
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.
The purpose of this article is to describe how effective practices are incorporated into an approach termed schoolwide positive behavior supports (SWPBS)
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.
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.
Data Mining
This item provides information for practitioners on how to interpret effect sizes found in research papers.
States, J. (2010). How can I interpret the effect size from a study into the impact a practice might have if I implement the practice in my classroom or school? Retrieved from how-can-i-interpret.
Presentations
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.
This paper outlines the best practices for researchers and practitioners translating research to practice as well as recommendations for improving the process.
Shriver, M. (2006). Roles and Responsibilities of Researchers and Practitioners Translating Research to Practice [Powerpoint Slides]. Retrieved from 2006-wing-presentation-mark-shriver.
This paper offers an overview of issues practitioners must consider in selecting practices. Types of evidence, sources of evidence, and the role of professional judgment are discussed as cornerstones of effective evidenced-based decision-making.
States, J. (2010). What the Data Tell Us [Powerpoint Slides]. Retrieved from 2010-capses-presentation-jack-states.