Publications
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SYNOPSIS
CITATION
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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 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.
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.
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.
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.
Data Mining
TITLE
SYNOPSIS
CITATION
LINK
Does sample size correlate to larger or smaller effect sizes obtained from reviews of research studies?
This analysis looks at the relationship between the sample size used in studies and the size plays on effect sizes derived from these studies.
States, J. (2010). Does sample size correlate to larger or smaller effect sizes obtained from reviews of research studies? Retrieved from does-sample-size-correlate.
How big will be the impact of an intervention?
The analysis shows how effect size can be used to understand the impact of educational interventions.
States, J. (2010). How big will be the impact of an intervention? Retrieved from how-big-will-be.
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?
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.
What is Qualitative Research?
This overview examines qualitative research and how it can be effectively used in educational research.
States, J. (2010). What is Qualitative Research? [Overview, Type A]. Retrieved from what-is-qualitative-research.
What We Know About Effect Size
This piece looks at effect size as a tool for educational researchers and practitioners.
States, J. (2010). What We Know About Effect Size Retrieved from what-we-know-about920.
Presentations
TITLE
SYNOPSIS
CITATION
LINK
An Expanded Model of Evidence-based Practice in Special Education
This paper reviews the types of evidence that can used to guide decision-making in special education as well as the necessity for high quality implementation, and monitoring the effects of intervention.
Detrich, R. (2006). An Expanded Model of Evidence-based Practice in Special Education [Powerpoint Slides]. Retrieved from 2006-campbell-presentation-ronnie-detrich.
Evidence-based Practice: More than a List
Evidence-based practice has at least two meanings. This paper argues that it is best thought of as a decision-making framework.
Detrich, R. (2011). Evidence-based Practice: More than a List [Powerpoint Slides]. Retrieved from 2011-apbs-presentation-ronnie-detrich.
Evolution of the Revolution: How Can Evidence-based Practice Work in the Real World?
This paper provides an overview of the considerations when introducing evidence-based services into established mental health systems.
Chorpita, B. (2008). Evolution of the Revolution: How Can Evidence-based Practice Work in the Real World? [Powerpoint Slides]. Retrieved from 2008-wing-presentation-bruce-chorpita.
From Evidence-based Practice to Practice-based Evidence: Behavior Analysis in Special Education
Evidence-based practice is a decision making framework. This talk reviews the types of evidence that can be used in decision-making and when each source of evidence is best used.
Detrich, R. (2006). From Evidence-based Practice to Practice-based Evidence: Behavior Analysis in Special Education [Powerpoint Slides]. Retrieved from 2006-calstatefresnoaba-presentation-ronnie-detrich.
IDEIA and Evidence-based Interventions: Implications for Practitioners
The reauthorization of special education law (IDEIA) emphasizes using scientifically supported programs. This talk reviews the implications for special education practitioners.
Detrich, R. (2008). IDEIA and Evidence-based Interventions: Implications for Practitioners [Powerpoint Slides]. Retrieved from 2008-apbs-txint-presentation-ronnie-detrich.
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.
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.
Roles and Responsibilities of Researchers and Practitioners 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. (2006). Roles and Responsibilities of Researchers and Practitioners Translating Research to Practice [Powerpoint Slides]. Retrieved from 2006-wing-presentation-mark-shriver.
What the Data Tell Us
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.
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.
