Resources

Banda, D. R., Therrien, W. J. (2008). A teacher’s guide to meta-analysis. TEACHING Exceptional Children, 41(2), 66–71.

Baron, J. (2003). Identifying and implementing educational practices supported by rigorous evidence: A user-friendly guide. In the Coalition for Evidence-Based Policy (from the U.S. Department of Education, Institute of Education Sciences, and National Center for Education Evaluation and Regional Assistance). Retrieved on November 21, 2014, from https://www2.ed.gov/rschstat/research/pubs/rigorousevid/rigorousevid.pdf

Center for Parent Information and Resources. (2013). Effective practices in early intervention. Retrieved on November 21, 2014, from https://www.parentcenterhub.org/repository/effectivepractices-ei/

Center for Parent Information and Resources. (2014). Overview of early intervention. Retrieved on November 21, 2014, from https://www.parentcenterhub.org/repository/ei-overview/

Center for Parent Information and Resources, NICHCY. (n.d.). Research terms. Retrieved on December 4, 2014, from https://www.parentcenterhub.org/repository/researchterms/

Collins, S., & Salzberg, C. (2005). Scientifically based research and students with severe disabilities: Where do educators find evidence-based practices? Rural Special Education Quarterly, 24(1), 60–63.

Cook, B. G., & Cook, S. C. (2011). Thinking and communicating clearly about evidence-based practices in special education. Retrieved on November 21, 2014, from http://www.cecdr.org
/pdf/Thinking_and_Communicating_Clearly_About_Evidence-based_Practices_in_Special_Education.pdf

Cook, B. G., & Odom, S. L. (2013). Evidence-based practices and implementation science in special education. Exceptional Children, 79(2), 135–144.

Cook, B. G., Tankersley, M., Cook, L., & Landrum, T. J. (2008). Evidence-based practices in special education: Some practical considerations. Intervention in School and Clinic, 44(2), 69–75.

Cook, B., Buysse, V., Klingner, J., Landrum, T., McWilliam, R., Tankersley, M., & Test, D. (2014). Council for Exceptional Children: Standards for evidence-based practices in special education. Retrieved on November 21, 2014, from http://www.cec.sped.org/~/media/Files/Standards/Evidence%20based%20Practices%20and%20Practice
/EBP%20FINAL.pdf

Council for Exceptional Children. (2011). Evidence-based practice: Wanted, needed, and hard to get. Retrieved February 4, 2014, from http://www.bridges4kids.org/articles/2006/8-06/cec8-06.html

Council for Exceptional Children’s, Interdivisional Research Group. (2014). Evidence-based special education in the context of scarce evidence-based practices. TEACHING Exceptional Children, 47(2), 81–84.

Dragoo, K. (n.d.). Connecting evidence-based teaching practices. In National Dissemination Center for Children with Disabilities. Retrieved on November 21, 2014, from http://nichcy.org/evidence-based-teaching-practices. No longer available.

Edmiston, M. (n.d.) The access center research continuum. In The Access Center: Improving Outcomes for All Students K–8. Retrieved from http://www.merainc.org/archives/past_conferences/fall2010/pdfs/GullenHandout2.pdf

Edyburn, D. L. (2009). Using research to inform practice. Special Education Technology and Practice, 11(5), 21–28.

Freeman, J., & Sugai, G. (2013). Identifying evidence-based special education interventions from single-subject research. TEACHING Exceptional Children, 45(5), 6–12.

Hansen, L. H. (2010). Sources of information about evidence-based practices. FIPP CASEmakers, 5(1), 1–6.

Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71(2), 165–179.

Illinois State Board of Education. (n.d.). Ineffective prevention strategies. Retrieved on November 21, 2014, from http://www.isbe.net/grants/pdf/prevention_strategies.pdf

Kratochwill, T. R., Hitchcock, J. H., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2013). Single-case intervention research design standards. Remedial and Special Education, 34(1), 26–38.

Lauer, P. A. (2004). A policymaker’s primer on education research: How to understand, evaluate and use it. Retrieved on November 21, 2014, from http://www.ecs.org/html/educationissues/research/primer/quickprimer.asp

Lloyd, J.W., Forness, S.R., & Kavale, K.A. (1998). Some methods are more effective than others. Intervention in School and Clinic 33(4), 195-200.

Mattox, T. (2013). What is an evidence-based practice? Retrieved on November 21, 2014, from http://www.promisingpractices.net/briefs/briefs_evidence_based_practices.asp

National Association of School Psychologist (NASP). (2008). Zero tolerance and alternative strategies: A fact sheet for educators and policymakers. Retrieved on November 21, 2014, from http://www.nasponline.org/educators/zero_alternative.pdf

National Secondary Transition Technical Assistance Center (NSTTAC). (2014). Evidence-based practices. Retrieved January 10, 2014, from http://nsttac.org/content/evidence-based-practices. No longer available.

National Secondary Transition Technical Assistance Center (NSTTAC). (n.d.). Guide for determining level of evidence for practices and curricula. Retrieved on November 21, 2014, from http://www.nsttac.org/content/guide-determining-level-evidence-practices-and-curricula. No longer available.

Odom, S. L., & Buysse, V. (2007) Evidence-based practice in early intervention/early childhood special education. Retrieved on November 21, 2014, from http://www.unm.edu/~eblalock/Evidence-Based%20Odom%20Bussye.pdf

PACER Center. (2011). Evidence-based practices at school: A guide for parents. Retrieved on November 21, 2014, from http://www.pacer.org/publications/pdfs/all-68.pdf

Strain, P. S., & Dunlap, G. (2006). Recommended practices: Being an evidence-based practitioner. Retrieved on November 21, 2014, from http://challengingbehavior.fmhi.usf.edu/do/resources/documents/rph_practitioner.pdf

Strengthening At Risk and Homeless Young Mothers and Children. (2011). Using evidence-based programs. Retrieved on November 25, 2014, http://www.zerotothree.org/about-us/funded-projects/strengthening-at-risk-and-homeless-young-mothers-and-families/strength_ebp122111.pdf

Test, D. W., Kemp-Inman, A., Diegelmann, K. M., Hitt, S. B., & Bethune, L. K. (in press). Are online sources for identifying evidence-based practices trustworthy? An evaluation. TEACHING Exceptional Children.

Williams-Taylor, L. (2007). Research review: Evidence-based programs and practices: What does it all mean? Retrieved on November 21, 2014, from http://www.evidencebasedassociates.com/reports/research_review.pdf

Cook, B. G., Collins, L. W., Cook, S. C., & Cook, L. (2019). Evidence-based reviews: How evidence-based practices are systematically identified. Learning Disabilities Research & Practice, 35(1), 6–13.

Looking for information on reviews of evidence-based practices? This is a great place to begin. Collecting details of a variety of systematic reviews, the authors also offer specific examples of EBPs, key terms and definitions (also with examples for clarification), and a few words of caution to keep in mind when approaching the use of EBPs among diverse students.

Cook, B. G., & Cook, S. C. (2011). Unraveling evidence-based practices in special education. The Journal of Special Education, 47(2), 71–82. Retrieved on November 25, 2014, from http://sed.sagepub.com/content/47/2/71.full.pdf+html

Those looking for another overview of the basics of evidence-based practices will find one in this entry from The Journal of Special Education. Included here is a refresher on the relevant terminology, thoughts on defining and identifying EBPs, some caveats and warnings about EBPs, and much more.

Council for Exceptional Children. (2014). Council for exceptional children: Standards for evidence-based practices in special education. TEACHING Exceptional Children, 46(6), 206–212.

In this journal entry, the Council for Exceptional Children (CEC) offers information on the center’s classification rubric for evaluating and classifying EBPs. Tables containing quality indicators and evidence-based classifications are included.

Kretlow, A. G., & Blatz, S. L. (2011). The ABC’s of evidence-based practice for teachers. TEACHING Exceptional Children, 43(5), 8–19.

This handy overview of the basics of EBPs contains information on how to access such practices and programs, how to ensure greater fidelity of implementation, and how to check on student progress, among much else.

Ryan, J. B., Hughes, E., Katsiyannis, A., McDaniel, M., & Sprinkle, C. (2014). Research-based educational practices for students with autism spectrum disorders. TEACHING Exceptional Children, 47(2), 94–102.

This article offers a basic overview of autism and its subtypes before offering information and brief analysis of various EBPs for students with ASD, including Applied Behavior Analysis, the Picture Exchange Communication System, and Social Stories, to name but a few.

Santangelo, T. E., Ruhaak, A. E., Kama, M. L. M, & Cook, B. G. (2013). Constructing effective instructional toolkits: A selective review of evidence-based practices for students with learning disabilities. Advances in Learning and Behavioral Disabilities, 26, 221–249.

One of the most-common difficulties associated with searching for EBPs is simply navigating the websites that often house them, a situation this journal article (and book chapter) seeks to ameliorate. Here the authors examine a number of such sites, offering an overview and classification scheme for each.

Test, D. W., Kemp-Inman, A., Diegelmann, K., Hitt, S. B., & Bethune, L. (2015). Are online sources for identifying evidence-based practices trustworthy? An evaluation. Exceptional Children, 82(1), 58–80.

The IRIS Center appears as a “trustworthy source” in this article examining the effectiveness of online tools and resources for identifying evidence-based practices and programs. Here the authors overview their study methods and measures before profiling a wide number of online sources of information on EBPs. Suggestions for further investigation are also included.

Torres, C., Farley, C., & Cook, B. (2012). A special educator’s guide to successfully implementing evidence-based practices. TEACHING Exceptional Children, 45(1), 64–73.

This helpful entry offers a simple ten-step process for implementing EBPs in the classroom. Steps will offer educators assistance on searching for EBPs, identifying essential components, and monitoring the progress of students. A checklist is included.

Winton, P. J., Buysse, V., Rous, B., Lim, C., & Epstein, D. (2013). CONNECTING evidence-based practice and teacher research: Resources for early childhood faculty and instructors. Voices of Practitioners 8(2), 1–7.

This brief but informative resource overviews some of the ways in which teacher educators can help turn teachers into better consumers of evidence-based practices and programs via CONNECT’s five-step inquiry cycle. Included here is the cycle itself, adapted to the aforementioned use, as well as notes on additional instructor supports and suggestions for future improvements.

Book

Sanetti, L. M. H., & Kratochwill, T. (Eds.). (2014). Treatment integrity: A foundation for evidence-based practice in applied psychology. Washington, DC: American Psychological Association

This book-length examination of the importance of implementation fidelity includes chapters on how to measure and analyze treatment fidelity data, the use of performance feedback as a means by which to improve fidelity, and much more.

Website

Evidence Based Intervention Network
http://ebi.missouri.edu

Headquartered at the University of Missouri, the Evidence Based Intervention Network offers an extensive section on evidence-based practices and programs, including helping tips on EBP selection, as well as resources for school RTI and problem-solving teams, ELL resources, and much more.