The application of scientific research has resulted in tremendous gains in many fields. However, Slavin (2002) noted that educational research has been applied haphazardly in schools. The gap between research and practice is particularly problematic in special education, as learners with disabilities require highly effective instruction to reach their potential. Accordingly, bridging the research-to-practice gap is a prominent theme in contemporary special educational reforms. For example, the No Child Left Behind Act of 2001 and the Individuals With Disabilities Education Improvement Act (IDEA) of 2004 both emphasize using research as the basis of training and practice. Yet, important caveats exist for using research to identify what works in special education. Research is difficult to conduct in real world educational settings, error is present in all research, not all research is designed to examine the effects of instruction, and research is sometimes conducted poorly. All of these issues can result in inaccurate research findings that should not serve as a basis for practice. Thus, rather than relying on the findings of a single, potentially flawed study, research consumers should identify effective practices on the basis of multiple, high-quality studies that use experimental research designs and demonstrate robust effects on student outcomes (i.e., evidence-based practices or EBPs).To guide the identification of EBPs in special education, prominent special education scholars delineated (a) indicators of high-quality research and (b) criteria for identifying EBPs on the basis of those high-quality studies for group experimental (Gersten et al., 2005) and single-subject research (Horner et al., 2005). The pioneering work of Gersten et al. (2005) andHorner et al. (2005) has been applied to examine the evidence base of practices in many areas of special education (e.g., Cook, Tankersley, & Landrum, 2009b) and has been instrumental in advancing evidence-based special education. Yet, these scholars were charged with identifying and describing indicators of quality research (Cook, Tankersley, & Landrum, 2009a), not 557271R SEXXX10.

Establishing a process for identifying evidence-based practices (EBPs) in special education has been a significant advance for the field because it has the potential for generating more effective educational programs and producing more positive outcomes for students with disabilities. However, the potential benefit of EBPs is bounded by the quality, reach, and maintenance of implementation. The cross-disciplinary field of implementation science has great relevance for translating the promise of EBPs into positive outcomes for children and youth with disabilities. This article examines the history, extent, and limitations of EBPs and describes the emergence and current state of implementation science as applied in special education. Subsequent articles in this special issue of Exceptional Children address a range of issues related to implementation science in special education: the research-to-practice gap, dissemination and diffusion, adherence and sustainability, scaling up, a model for state-level implementation, and fostering implementation through professional development.

Evidence-based practices (EBPs) are instructional techniques that meet prescribed criteria related to the research design, quality, quantity, and effect size of supporting research, which have the potential to help bridge the research-to-practice gap and improve student outcomes. In this article, the authors (a) discuss the importance of clear understanding and communication regarding EBPs and what works in special education; (b) define EBPs and discuss how they are identified; (c) differentiate the term EBP from related terms such as research-based, best, and recommended practices; (d) consider the purview of EBPs; and (e) present relevant caveats related to EBPs. The authors conclude by providing recommendations to facilitate special educators' clear and effectual thinking and communication about EBPs.