EEX 6051 Evidence-Based Practices For Students With Disabili

Eex 6051 Evidence-Based Practices for Students With Disabilities Paper S

Discussing evidence-based practices in special and general education teaching requires clarity on various terms and their application to instructional strategies and programs. This paper begins by differentiating between promising practices, evidence-based reviews, and evidence-based practices, followed by an exploration of three relevant topics that are vital for educators working with students with disabilities.

Promising Practices, an Evidence-Based Review, and Evidence-Based Practices

A promising practice refers to instructional strategies that are backed by some research evidence but lack sufficient robust evidence to be considered fully validated. These practices show potential but require further empirical validation before they can be confidently recommended for widespread use. Usually, promising practices are in early stages of investigation or have limited studies that need replication (IRIS Center, 2014a).

An evidence-based review is a systematic examination of existing research literature that evaluates multiple practices or programs. These reviews synthesize findings from various studies to determine the overall effectiveness of specific approaches. They serve as critical tools for educators and policymakers to identify practices that have been studied extensively and show promising or conclusive evidence of positive outcomes (IRIS Center, 2014b).

An evidence-based practice (EBP), on the other hand, is a treatment, procedure, or program that has been empirically validated through rigorous research. It involves a well-defined protocol, materials, and assessments, with substantial evidence supporting its effectiveness across different settings and populations. EBPs are considered the gold standard and serve as foundational strategies in special education, ensuring interventions are both effective and reliable (IRIS Center, 2014c).

Three Topics Relevant to Special/General Education Teachers and Evidence-Based Practices

First, the importance of implementing individualized, evidence-based instructional strategies tailored to students' unique needs cannot be overstated. Differentiating instruction based on data derived from assessments ensures that interventions are targeted and effective. For example, using evidence-based augmentative communication strategies for non-verbal students enhances their engagement and communication skills, aligning with their individualized plans.

Second, the integration of evidence-based behavioral interventions is crucial for improving student outcomes, especially for students with emotional and behavioral disorders. Strategies like Positive Behavioral Interventions and Supports (PBIS) have demonstrated efficacy in reducing disruptions and promoting positive behaviors in both inclusive and specialized settings. Teachers must be trained to implement these practices with fidelity to maximize their benefits (Bradshaw et al., 2012).

Third, the necessity for ongoing teacher professional development focused on current, evidence-based practices is essential. As research advances, educators need continuous training on the latest instructional techniques and intervention methods supported by empirical evidence. This ensures that teaching practices remain current, effective, and consistent with best practices, ultimately leading to improved student achievement and inclusion (Klingner et al., 2015).

In conclusion, understanding the distinctions among promising practices, reviews, and validated evidence-based practices enables educators to make informed decisions about instruction and intervention. Moreover, emphasizing tailored instructional strategies, behavioral interventions, and continuous professional development can significantly enhance educational outcomes for students with disabilities, fostering an inclusive and effective learning environment.

References

• Bradshaw, C. P., Maguin, E., & Garbarino, J. (2012). Implementing evidence-based interventions in schools: Organizational considerations. Journal of School Psychology, 50(3), 367-380.
• Klingner, J. K., Artiles, A. J., Mendez, J., & Ríos‐Manríquez, S. (2015). Increasing access to quality educational practices for English learners and students with disabilities. The Journal of Educational Research, 108(4), 259-265.
• IRIS Center. (2014a). Evidence-based practices (Part 1): Identifying and selecting a practice or program. Retrieved from https://iris.peabody.vanderbilt.edu
• IRIS Center. (2014b). Evidence-based practices (Part 2): Implementing a practice or program with fidelity. Retrieved from https://iris.peabody.vanderbilt.edu
• IRIS Center. (2014c). Evidence-based practices (Part 3): Evaluating learner outcomes and fidelity. Retrieved from https://iris.peabody.vanderbilt.edu