C H A R A C T E R I S T I C S O F S T U D E N T S W I T H
M I L D / M O D E R A T E I N T E R V E N T I O N N E E D S
S P ...
Where we’re going
 This week:
 Evidence-based practices in general
 What they are
 What they mean
 Why we should seri...
Evidence-based practice
 A treatment or intervention that:
 has a clear operational definition,
 targets a socially val...
Will EBPs always work?
 No.
 However, as a field, we probably ought to:
 Use the treatment most likely to work first.
...
Do EBPs restrict teacher creativity?
 Not really.
 Good instruction still relies heavily on the specialized
knowledge of...
Why should we use EBPs?
 We want to secure positive outcomes for our
students.
 Academic
 Social
 Adaptive
 Behaviora...
Why shouldn’t we use EBPs?
 Maybe things don’t generalize to other settings.
Maybe we can’t know stuff. Maybe there is no...
Current state of EBPs
 Not used to as much as they could be in the field, for
a variety of reasons
 Unclear what practic...
Readings...
Cook, B.G., Landrum, T.J., Tankersley, M., &
Kauffman, J.M. (2003). Bringing research to bear on practice:
eff...
More readings...
 Four articles:
 Lloyd, Kavale, and Forness (1999)
 Broad overview of several meta-analyses
 Landrum,...
There is a lot of reading this week
 Consider these ideas as you read:
 How do the recommendations in this literature al...
Enjoy the reading
 Keep on trucking on your interview projects.
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Week 12 implications_fall

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Week 12 implications_fall

  1. 1. C H A R A C T E R I S T I C S O F S T U D E N T S W I T H M I L D / M O D E R A T E I N T E R V E N T I O N N E E D S S P E D 4 / 5 3 0 5 0 I N S T R U C T O R : B R I A N F R I E D T Week twelve: Implications for teaching and learning
  2. 2. Where we’re going  This week:  Evidence-based practices in general  What they are  What they mean  Why we should seriously consider their use  Evidence-based practices specific to our areas of disability  Do they exist?  What are they?  In the very near future:  Interview presentation is due on December 4!
  3. 3. Evidence-based practice  A treatment or intervention that:  has a clear operational definition,  targets a socially valid student outcome or behavior,  is shown to positively affect target outcome by a sufficient number of research studies that show experimental control.  experimental, quasi-experimental, single subject research  Essentially, EBPs are treatments or interventions that good research suggests will work to affect positive change in students in classroom settings.
  4. 4. Will EBPs always work?  No.  However, as a field, we probably ought to:  Use the treatment most likely to work first.  If that fails, move to the next most likely treatment.  And so on...
  5. 5. Do EBPs restrict teacher creativity?  Not really.  Good instruction still relies heavily on the specialized knowledge of a teacher.  You have to know your students.  You have to know the characteristics of student disabilities.  You have to be able to get an EBP to work for you.  That said:  There are critical components to all treatments, things that can’t be changed without throwing everything off.  Implementing EBPs with fidelity is important.
  6. 6. Why should we use EBPs?  We want to secure positive outcomes for our students.  Academic  Social  Adaptive  Behavioral  EBPs have the support of research.  If we use them well, they can secure the outcomes that we want for our students. That’s what they are supposed to do.  And. There’s a legislative imperative to do so.
  7. 7. Why shouldn’t we use EBPs?  Maybe things don’t generalize to other settings. Maybe we can’t know stuff. Maybe there is no such thing as an evidence-based practice.  For a much more refined statement of this position, see:  Gallagher, D.J. (1998). The scientific knowledge base of special education: Do we know what we think we know? Exceptional Children, 24, 304-314.
  8. 8. Current state of EBPs  Not used to as much as they could be in the field, for a variety of reasons  Unclear what practices are evidence-based  No clear warehouse for EBPs; teachers don’t generally go into the research to find them on their own  Teachers generally rely on personal or informal sources of information to inform their practice  It’s harder to implement an EBP with fidelity than it is to do something else
  9. 9. Readings... Cook, B.G., Landrum, T.J., Tankersley, M., & Kauffman, J.M. (2003). Bringing research to bear on practice: effecting evidence-based instruction for students with emotional or behavioral disorders. Education and Treatment of Children, 26, 345-361. Odom, S.L., Brantlinger, E., Gersten, R., Horner, R.H., Thompson, B., & Harris, K.R. (2005). Research in special education: Scientific methods and evidence-based practices. Exceptional Children, 71, 137-148.
  10. 10. More readings...  Four articles:  Lloyd, Kavale, and Forness (1999)  Broad overview of several meta-analyses  Landrum, Tankersley, and Kauffman (2003)  What works for students with EBD?  Vaughn and Linan-Thompson (2003)  What works for students with SLD?  Browder et al. (2006)  Reading instruction for students with CD
  11. 11. There is a lot of reading this week  Consider these ideas as you read:  How do the recommendations in this literature align with what you already know about the characteristics of each disability category?  How trustworthy, useable, and accessible is this information? Have the researchers presented strategies that you could use in an instructional setting?  Is this kind of thing important? As special educators, should we be following the broad guidelines laid out here?
  12. 12. Enjoy the reading  Keep on trucking on your interview projects.
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