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Intervention in School and Clinic
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Examining the Role of Group Experimental Research in Establishing Evidenced-Based Practices

Lysandra Cook

Department of Special Education at the University of Hawaii, lhcook{at}hawaii.edu

Bryan G. Cook

Hubert Everly Scholar at the University of Hawaii

Timothy J. Landrum

Curry School of Education at the University of Virginia

Melody Tankersley

Kent State University

Using evidence-based practices, or those instructional techniques shown by research to improve student outcomes meaningfully, increases the performance of students with disabilities and should therefore be a priority for special educators. But how does a practice come to be considered evidence based? The unique characteristics of group experimental research (i.e., the use of a meaningful comparison group and the active manipulation of an intervention) allow research consumers to conclude whether an intervention causes desired changes in student outcomes. As such, group experimental research is one type of research that is well suited to determine evidence-based practices. Examples of group experimental research are provided from the contemporary special education literature.

Key Words: effective instruction • law • legal • policy • personnel • preparation • professional development • control group designs • research • education • training • teachers

Intervention in School and Clinic, Vol. 44, No. 2, 76-82 (2008)
DOI: 10.1177/1053451208324504
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K. A. McDuffie and T. E. Scruggs
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 Intervention in School and ClinicHome page
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Nonexperimental Quantitative Research and Its Role in Guiding Instruction
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