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  • Evidence-Based Practices (Part 1): Identifying and Selecting a Practice or Program
Challenge
Initial Thoughts
Perspectives & Resources

What is an evidence-based practice or program (EBP)?

  • 1: What is an EBP?
  • 2: Why Educators Should Use EBPs

How can education professionals identify and select evidence-based practices or programs?

  • 3: Considerations When Identifying or Selecting an EBP
  • 4: Resources: Birth to Three
  • 5: Resources: Three to Five
  • 6: Resources: K-12th Grade (Including Transition)
  • 7: No Suitable EBP: Now What?

Resources

  • 8: References, Additional Resources, and Credits
Wrap Up
Assessment
Provide Feedback

How can education professionals identify and select evidence-based practices or programs?

Page 4: Resources: Birth to Three

For Your Information

In the early childhood field, an evidence-based practice is defined as:

“[A] decision-making process that integrates the best available research evidence with family and professional wisdom and values.”

(Buysse & Wesley, 2006; Buysse et al., 2006)

Early intervention refers to services provided to infants and toddlers—typically from birth through their third birthday—who are at risk for or who have a developmental delay or disability. Although high-quality research is still the basis for defining an EBP in the field of early intervention, professional expertise plays a role in identifying and selecting an appropriate practice or program. Additionally, because family members are often active participants in early intervention services, and are often the primary decision makers regarding the child’s care, early intervention personnel should consider the family’s circumstances and preferences when choosing an EBP.

Sam Odom and ML Hemmeter discuss why it is important to consider a family’s needs when selecting an EBP.

Sam Odom

Sam Odom, PhD
Professor, Special Education
Director, Frank Porter Graham Child Development Institute
University of North Carolina at Chapel Hill

(time: 3:06)

/wp-content/uploads/module_media/ebp_01_media/audio/ebp_01_p04_so.mp3

Transcript

ML Hemmeter

ML Hemmeter, PhD
Professor, Special Education
Co-Faculty Director of the Susan Gray School for Children
Vanderbilt University

(time: 0:47)

/wp-content/uploads/module_media/ebp_01_media/audio/ebp_01_p04_mlh.mp3

Transcript

Transcript: Sam Odom, PhD

From the research literature, there should be and are practices that need a criterion for what would be called evidence-based. That is, there are enough studies that a practitioner could have confidence that the practice is scientifically based. There are usually multiple practices that might address a specific goal that a child might have. There might be a choice among practices to address a specific goal. Professional expertise comes in determining which practice might fit the child best or might be most effective for the child. Which among the evidence-based practices might be most appropriate for the child in their individual goal. So that expertise reflects the training that the professional has, their experience in the field, their understanding of the individual child, their family and context.

I think family values enter the picture when goals have been developed for the child so the families are very much involved in developing goals through the IFSP, the IEP process, and informing the professional about characteristics of the child that might help that professional identify the kind of practice that might be used, and as well professionals discussing with the family about strategies that might be used and the family providing their input about how acceptable the practice is. The issues may be different for early intervention and preschool special education, in that early intervention often occurs in the home, and so the intervention practices actually happen within that home or the family context, so they are more likely to have an impact on the family’s routines and interactions that occur with the child in the home. For example, it could be that if a naturalistic intervention is planned for a child in the home and it’s effective if the parents are able to use it throughout the day in natural routines. There may be a limitation if the parent, primary caregiver, has other children siblings in the home that also require her or his caregiving. So then in some cases feasibility may play in, depending on the family circumstances.

So in those cases, families may have very specific ideas about whether a practice is feasible to use in the home or whether it is something they agreed they can actually do. In preschool special education, the child’s more often in a preschool classroom, either inclusive or a special education classroom, and the family might weigh in on their preferences for the kinds of instruction that occurs, the kinds of things that happen with a child in those classrooms. But because it’s more distant from the home, I think it’s less likely that the impacts as great as it would be in the home.

Transcript: ML Hemmeter, PhD

Often, when we’re selecting practices that we would want to use with young children, we solicit input from families. In terms of selecting a practice that we would use with an individual family, it really becomes important to think about what are the family’s needs, what are the family’s circumstances, what is the family likely to implement given their circumstances. It’s really about saying here’s what the child needs to learn. In what context are you most likely to be able to implement some practice or some instructional program for the child, and to select the practice that best fits in with the routine of the family?

toddler with cube toysOnce you have determined the child’s needs, family preferences, and your available resources, you can start looking for an EBP. The inventory of EBPs is constantly changing and being updated, so it is important to consult reliable sources offering current information. Click on the links below for lists of organizations that are trustworthy sources for current evidence-based practices as well as training resources for those working with children ages birth to three. As you review these resources, remember that each organization or agency has its own rating system for evaluating the quality of practices or programs. With this in mind, you should become familiar with each organization or agency’s rating system so that you can make an informed decision.

  • EBP resources that target infants and toddlers
  • EBP resources that target children, including infants and toddlers
  • Training resources for personnel working with infants and toddlers (i.e., CONNECT Modules)

EBP Resources That Target Infants and Toddlers

The following list of trusted resources provides information on practices and programs for young children.

Center for Early Literacy Learning (CELL)
Description: This center promotes the use of evidence-based early literacy learning practices with children identified with disabilities, developmental delays, and those at-risk for poor outcomes. The CELLreviews are research syntheses of early literacy learning studies.
Sample Topics

  • Early Literacy
Effectiveness Rating

  • Research review with key findings (includes effect sizes)
The Center on the Social and Emotional Foundations for Early Learning (CSEFEL)
Description: This center offers materials related to the social-emotional development and school readiness of young children. Information on EBPs can be found in the “Research Syntheses” and “What Works Briefs” sections of the site.
Sample Topics
Social-Emotional Skills
Effectiveness Rating

  • N/A

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EBP Resources For Children, Including Infants and Toddlers

The resources in this section provide information on practices and programs for children of all ages, including children birth to three years.

Center on Instruction (COI)
RMC Research Corporation
Description: Although useful for improving the achievement of all students, these resources target struggling learners, students with special needs, and diverse learners. Of particular interest in searching for EBPs are the “Research: Meta-analyses” and “Summaries and the Practitioner Guides.”
Sample Topics

  • Early Learning (0–5)
Effectiveness Rating

  • N/A
Child Trends
Description: The “What Works” section of this website presents research evidence about a variety of programs. Of particular interest are the “LINKS Synthesis” and the “List of Programs.”
Sample Topics

  • Education
  • Social-Emotional Health
  • Relationships
Effectiveness Rating

  • N/A (Review of Efficacy)
Division for Early Childhood (DEC)
Description: This organization offers a vast collection of Recommended Practices derived from scientific literature on effective practices for young children and their families, as well as the knowledge and experience of those who work with them.
Sample Topics

  • Assessment
  • Environment
  • Family
  • Instruction
  • Interaction
  • Teaming and Collaboration
  • Transition
Effectiveness Rating

  • N/A
Home Visiting Evidence of Effectiveness (HomVEE)
U.S. Department of Health & Human Services
Description: This site provides evidence of effectiveness for home-visiting program models that target families with pregnant women and children from birth to age five. Sections of the website of particular interest include “Program Model Reports,” “Outcome Domain Reports,” and “Implementation Profiles.”
Sample Topics

  • Home Visiting
  • Child Development and School Readiness
  • Positive Parenting Practices
Effectiveness Rating

  • Yes
  • No
The National Professional Development Center on Autism Spectrum Disorders
Description: This site provides information about evidence-based practices for children and adolescents with autism spectrum disorders. Of particular interest are the EBP Briefs and the EBP Fact Sheets.
Sample Topics

  • Behavior
  • Social skills
  • Communication
Effectiveness Rating

  • N/A (Review of Efficacy)
Promising Practices Network (PPN)
RAND Corporation

Description: This website provides information on practices and programs* that address a wide range topics aimed at improving the lives of children and families. Of particular interest are the “Programs that Work” section and the Issue Briefs.

Note: The project hosting this website has ended. However, its resources are still available online though they are not currently being updated.

* This organization only requires one study to identify a practice or program as proven or promising.

Sample Topics

  • Behavior Problems
  • Cognitive Development/School Performance
Effectiveness Rating

  • Proven
  • Promising
SAMHSA’s (Substance Abuse and Mental Health Services Administration) National Registry of Evidence-Based Programs and Practices
Description: This registry offers a searchable list of EBPs for all young children and their families, not just those with mental health or substance abuse issues.
Sample Topics

  • Mental Health
  • Education
  • Family/Relationships
Effectiveness Rating

  • Program review with key findings (includes effect size)
Social Programs that Work (Coalition for Evidence-Based Policy)
Description: This site describes social programs that are supported by high-quality research. They can be located under the “Programs Reviewed” menu.
Sample Topics

  • Early Childhood
Effectiveness Rating

  • Top tier
  • Near top tier
Technical Assistance Center on Social Emotional Intervention (TACSEI)
Description: This site provides resources about evidence-based models and practices that improve the social-emotional outcomes for young children with delays or disabilities or at risk for them. On the “What Do You Want To Do?” menu, select “Browse Resources.” Of particular interest are the Issue Briefs, Roadmap to Effective Intervention Practices, and Tools.
Sample Topics

  • Social-Emotional Behavior
Effectiveness Rating

  • N/A

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Training Resources for Personnel Working with Infants and Toddlers

The resource below is largely intended for training purposes. Although it presents research evidence about the effectiveness of a practice or program, its primary purpose is to model implementation.

CONNECT
Description: This site offers modules that are designed to build the ability of early childhood practitioners to use the integration of multiple sources of evidence to make decisions about practice dilemmas. These modules focus on how those working with young children with disabilities and their families in a variety of learning environments and inclusive settings can respond to the challenges they face every day.
Sample Topics

  • Family-Professional Partnerships
  • Communication for Collaboration

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  • Another source of information about EBPs is the IRIS Center’s Evidence-Based Practice Summaries. These summaries of research about the effectiveness of instructional strategies and interventions contain links to research reports and include information about an intervention’s level of effectiveness and the age groups for which it is designed.

Activity

Note: The activities on Perspectives & Resources pages 4, 5, and 6 are identical, with the exception of the age group. Complete an activity for the age group most relevant to your current or future position.

Choose a topic that interests you or might be helpful for a child and family you are currently working with. Using the resources referenced on this page, print out and complete the EBP Comparison Worksheet. Choose the most appropriate practice or program from the ones listed on your completed worksheet and explain why you chose it.

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