Evidence-Based Practices and Implementation Science in Special Education

Abstract

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.

Empowering young people to make Positive Choices: Evidence-based resources for the prevention of alcohol and other drug use in Australian schools

“…This research highlights the challenges when translating evidence-based approaches to practice, whereby rigid fidelity to the intended program implementation can result in a lack of adherence, yet incomplete implementation may not yield the benefits that have been demonstrated in studies (Cook & Odom, 2013). It is important to acknowledge that the feasibility of implementing evidence-based approaches is moderated by factors such as classroom context and characteristics.…”

Engaging with the research-to-practice challenge

“…But how do we get from conducting carefully designed studies, writing, and reading research papers to making a difference to children's lives? The research-practice gap and how to bridge it is a significant concern for professions, no less within the educational field (e.g., Cook & Odom, 2013;Nuthall, 2004). This gap refers to the challenge of translating new research findings into cutting-edge practices that school psychologists and teachers can use in the classroom (e.g., De Corte, 2000;Slavin, 2002).…”

The Effect of Conjoint Behavioral Consultation Program Related Teaching on Problem Behavior and Communication/Social Skills with a Blind and Autistic Child

“…It is reported that today many children with multiple disabilities are accepted by large masses, regardless of the degree and complexity of their inadequacy, to take advantage of the best possible training interventions (Cook & Odom, 2013;Foreman, Arthur-Kelly, Bennett, Neilands, & Colyvas, 2014). In the case of multiple disabilities of blind autistic children the same researchers stated that the aims involved in educational interventions were significantly different from those of typical-progressing children.…”