Practice Based Evidence

This book provides a guide to the conceptual and practical knowledge principals, superintendents, and other school leaders need to implement evidence-based educational innovations.

This paper examines a range of education failures: common mistakes in how new practices are selected, implemented, and monitored. The goal is not a comprehensive listing of all education failures but rather to provide education stakeholders with an understanding of the importance of vigilance when implementing new practices.

Based on the available research, and the authors experiences with training and supervision in manual-based treatments, they discuss practitioners' most common concerns. 

This document contains 13 articles concerned with the best practices in the supervision of school psychological services. 

The report provides foundational knowledge needed to examine and understand the potential contributions of online learning to educational productivity, including a conceptual framework for understanding the necessary components of rigorous productivity analyses, drawing in particular on cost-effectiveness analysis as an accessible method in education.

Describes the ways in which accountability methods were built into practicum experiences for specialist- and doctoral-level school psychology trainees at the University of Cincinnati. 

This Guide seeks to provide assistance to educational practitioners in evaluating whether an educational intervention is backed by rigorous evidence of effectiveness, and in implementing evidence-based interventions in their schools or classrooms.

The Hexagon Discussion and Analysis Tool helps organizations evaluate new and existing programs and practices. This tool is designed to be used by a team to ensure diverse perspectives are represented in a discussion of the six contextual fit and feasibility factors.

The OSEP conference brought together people with different perspectives on LD (parents, researchers, practitioners, and policymakers) and resulted in this book, which examines the research on nine key issues concerning the identification of children with learning disabilities.

An overview of the many types of studies that fall into the qualitative design genre is provided. Strategies that qualitative researchers use to establish the authors’ studies as credible and trustworthy are listed and defined

This book provides practitioners with a complete guide to implementing response to intervention (RTI) in schools. 

The authors discuss the emergence of the evidence-based practice movement and the challenges of integrating what we know from scientific research into daily practice with children and families.

The National Board for Professional Teaching Standards (NBPTS) assesses teaching practice based on videos and essays submitted by teachers. They compared the performance of classrooms of elementary students in Los Angeles randomly assigned to NBPTS applicants and to comparison teachers.

in this perspective, the author challenge us to accept the responsibility of moving education forward by doing more than paying lip service to the translation of research into practice. 

This Guide is intended to serve as a user-friendly resource that the education practitioner can use to identify and implement evidence-based interventions, so as to improve educational and life outcomes for the children they serve.

The goal of this article is to illustrate various strategies that the Hawaii Child and Adolescent Mental Health Division (CAMHD) adopted to increase the use of empirical evidence to improve the quality of services and outcomes for youth.

This paper discusses best practices in teachers’ professional development (PD) in the United States (U.S.).

The authors argue that important evidence about best practice comes from case-based research, which builds knowledge in a clinically useful manner and complements what is achieved by multivariate research methods. 

James M. Kauffman’s new volume, The Tragicomedy of Public Education, is a thoughtful and highly readable commentary on American schools that digs deeply into the core system of what is wrong and what is right about educational policy and practice in our country.

This study designed to discover which models were superior in teaching basic skills and which excelled in teaching higher-order thinking skills, also which models had kids with the strongest sense of personal responsibility and which kids had the highest self-images.

This book compares what actually occurred since publication of A System of Logic with some of the more probable scenarios of what could have happened if education had been framed as a science that resides on a logical-empirical base.

A growing number of evidence-based psychotherapies hold the promise of substantial benefits for children, families, and society.  For the benefits of evidence-based programs to be realized on a scale sufficient to be useful to individuals and society, evidence-based psychotherapies need to be put into practice outside of controlled clinical trials. 

This paper discusses the effectiveness of research‐based educational approaches on
classroom practice.

This article reviews key findings from school-reform studies of the 1980s and explains their relevance to special education. It also highlights significant findings from more recent studies that help elucidate and flesh out the earlier findings. 

This Story From the Field examines how Denver and five other school districts have constructed and are using these systems as they seek to better train, hire and support school principals.

The authors describe the policy and administrative-practice implications of implementing evidence-based services, particularly in public-sector settings. They review the observations of the contributors to the evidence-based practices series published throughout 2001 in Psychiatric Services.

The purpose of this document is to lay out the current evidence assessing SWPBIS and the considerations that may be relevant for state, district and national decision-makers. 

This evaluation used Messick's construct validity as a conceptual framework for an empirical study assessing the validity of use, utility, and impact of office discipline referral (ODR) measures for data-based decision making about student behavior in schools. 

Addressing research-to-practice issues effectively requires getting researchers to do better research and getting policymakers to make better choices.

This book summarize how science works, why it offers hope to educators, how science has been neglected and abused in education, and what I think science now tells us — and doesn’t tell us—about several issues in education.

Data Evaluation of 285 previous chapters have discussed fundamental issues about assessment and experimental design for single-case research. I mentioned that the third component of methodology after assessment and design is data evaluation. The three components work in concert to permit one to draw inferences about the intervention.

This study examined the extent to which the reading instructional practices learned by a
cohort of teachers who participated in an intensive, yearlong professional development
experience during the 1994-1995 school year have been sustained and modified over time.

This report presents an overview of issues related to evidence-based practice and the role that the school psychology profession can play in developing and disseminating evidence-based interventions.

The task force on interventions by the American Psychological Association (APA, Task Force on Promotion and Dissemination of Psychological Procedures, 1995) stimulated considerable enthusiasm among many about the role of ESIs in practice.

An old disagreement over how to teach children to read -- whole-language versus phonics -- has re-emerged in California, in a new form. Previously confined largely to education, the dispute is now a full-fledged political issue there, and is likely to become one in other states.

This study focused on preservice general education teachers who were prepared to use an evidence-based teaching practice and the effects the practice had on their pupils’ academic performance.

This article considers possible reasons that research knowledge is not used more extensively in special education practice and suggests issues to be addressed in solving this problem. 

This article provides concrete suggestions about how to take advantage of the new medium to assist researchers in translating their research for lay audiences. 

Jaime Escalante is an outstanding example of excellence and dedication. This is the story of his entire career, including the development of the teaching techniques that got such brilliant results from the desperate students of gang-ridden Garfield High in East Los Angeles.

This comprehensive yet accessible reference covers the three tiers of RTI, schoolwide screening, progress monitoring, challenges to implementation, and changes in school structures and individual staff roles.

This research seeks to provide policy makers with some hard information on the costs of teacher turnover. The goal is to develop an average dollar cost per vacancy, which could also be converted to a percent of payroll, in order to compare to the rules of thumb mentioned
above.

This chapter presents a taxonomy that distinguishes among different categories of theories, models and frameworks used in implementation science. The chapter describes five categories of theoretical approaches that achieve three overarching aims: process models, which are aimed at describing and/or guiding the process of translating research into practice; determinant frameworks, classic theories and implementation theories, which are aimed at understanding and/or explaining what influences implementation outcomes; and evaluation frameworks, which are aimed at evaluating implementation.

In this article, implementation is proposed as the link between evidence-based practices and positive outcomes. Strategies for promoting implementation through “enlightened professional development” are proposed.

This article sets the context for the development of research quality indicators and guidelines
for evidence of effective practices provided by different methodologies.

A discussion of this chapter entitled "Dissemination of What, and to Whom?" by B. S. Kohlenberg follows this chapter. 

The authors conducted a systematic literature review to explore this low-intensity, teacher-delivered strategy, applying Council for Exceptional Children (CEC) quality indicators and standards to determine whether BSP can be considered an evidence-based practice (EBP).

This study validated a measure of expert clinical consultation and examined the association between consultation, therapist adherence, and youth outcomes in community-based settings.

This article define what constitutes research to practices study and differentiate the terms research to practice and evidence-based practice. 

Comprehensively succinct and advanced in its scope, this widely adopted text addresses the full-range of curriculum and instructional topics involved in educating individuals with moderate, severe, and multiple disabilities.

In this book the author describes six teaching myths that prevent reform in education. 

Findings are reported related to the research methods and statistical techniques used in the 450 group quantitative studies examined as part of the literature review portion of the Division for Early Childhood Recommended Practices project. Results suggested that the methodological integrity of the quantitative research used to inform recommended practices was not uniformly convincing and compelling. 

This paper examines a range of education failures: common mistakes in how new practices are selected, implemented, and monitored. The goal is not a comprehensive listing of all education failures but rather to provide education stakeholders with an understanding of the importance of vigilance when implementing new practices.

The present article proposes some quality indicators for evaluating correlational research in efforts to inform evidence-based practice.

Extensive empirical research, summarized in several reviews and codified in practice guidelines, recommendations, and algorithms, demonstrates that several pharmacological and psychosocial interventions are effective in improving the lives of persons with severe mental illnesses.

The purpose of the conference was to engage a group of citizens in a thoughtful, meaningful dialogue about issues of prevention, identification, recognition, and referral of children with mental health needs to appropriate, evidence-based treatments or services. 

The Innovation Journey presents the results of a major longitudinal study that examined the process of innovation from concept to implementation of new technologies, products, processes, and administrative arrangements.

The Society of Clinical Psychology's task forces on psychological intervention developed criteria for evaluating clinical trials, applied those criteria, and generated lists of empirically supported treatments. Building on this strong base, the task force successor, the Committee on Science and Practice, now pursues a three‐part agenda

This slide show presents what is EBE and what are EBE goals in education.