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Intervention in School and Clinic
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What's this?

Evidence-Based Practices in Special Education: Some Practical Considerations

Bryan G. Cook

Hubert Everly Scholar at University of Hawaii, bgcook{at}hawaii.edu

Melody Tankersley

Kent State University

Lysandra Cook

Department at the University of Hawaii

Timothy J. Landrum

Curry School of Education at the University of Virginia

A major tenet of both the Individuals with Disabilities Education Act and the No Child Left Behind Act is the identification and use of evidence-based practices, or those instructional techniques shown by research as most likely to improve student outcomes meaningfully. However, much confusion exists regarding the meaning and potential applications of evidence-based practices in special education. Evidence-based practices are traditionally supported by the findings of multiple, high-quality, experimental research studies. Rather than changing the nature of teaching or limiting teachers to following prescribed methods, prioritizing evidence-based practices will allow teachers to maximize the impact of their instructional efforts.

Key Words: effective instruction • law/legal/policy • personnel preparation/professional development • research • reform • school

Intervention in School and Clinic, Vol. 44, No. 2, 69-75 (2008)
DOI: 10.1177/1053451208321452
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 Intervention in School and ClinicHome page
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Using Single-Subject Research to Establish the Evidence Base of Special Education
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 Intervention in School and ClinicHome page
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 Intervention in School and ClinicHome page
B. G. Cook, M. Tankersley, and S. Harjusola-Webb
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