Evidence Based Practice in Special Education
Students with disabilities need to be taught using the most effective instructional practices to meet their potentials. But before special educators can use effective practices to optimize student outcomes, researchers must reliably identify which practices are, in fact, the most effective.
Evidence Based Practice
Evidence-based practices are instructional procedures that are supported by research that meet rigorous standards related to methodological quality, research design, and effect size. However, the identification of evidence-based practices will do little good if they are not utilized in practice.
Defining, Identifying and Disseminating Evidence Based Practices
A panel of researchers involved in applying EBPs presented their experiences and perspectives at this DR Showcase. in 2007.
Quality Indicators for Research Methodology
The Division for Research established a Task Force in 2003 to identify Quality Indicators for Research in Special Education. The task force focused on four research methodologies used most often in Special Education: Group, Single Subject, Correlational, and Qualitative Designs.
Promoting Replication, Transparency, and Openness in Scientific Publishing and Thinking and Communicating About Evidence-based Practices in Special Education.
Single Case Design Research
The Division for Research occasionally publishes technical papers on our website to highlight potential issues of interest to our members. These papers generally focus on research methodology, dissemination practices, and policy and encourage discussion within our field.