Evidence‐Based Reviews: How Evidence‐Based Practices are Systematically Identified

Abstract

Evidence-based reviews are a type of systematic literature review used to identify evidencebased practices. When conducting an evidence-based review, researchers apply predetermined standards to identify evidence-based practices-practices that have been shown to reliably improve an outcome for a population of learners, according to evidence from a body of rigorous, experimental studies. In this article, we describe evidence-based reviews, provide an overview of one set of evidence standards used in special education, and describe important caveats and considerations related to evidence-based reviews. We conclude with two examples of evidence-based reviews in the field of learning disabilities. Our take-home message is that evidence-based reviews are a trustworthy approach for identifying generally effective instructional practices-but no practices, not even evidence-based practices, are effective for all learners.

De la alienación a la alineación: El reto de la escuela

“…Sin embargo, no se trata de un proceso que deba llevarse a cabo solo a nivel de sistema educativo, sino que cada escuela y cada docente debe involucrarse a su vez en un proceso de continuo cuestionamiento y análisis de su propia práctica. El creciente interés por la investigación-acción (James y Augustin, 2017; Laudonia, Mamlok-Naaman, Abels, y Eilks, 2018; Manfra, 2019) y la preocupación por fundamentar las prácticas educativas en evidencias (Cook, Collins, Cook, y Cook, 2020;Detrich y Lewis, 2013;Simpson, 2019) responden probablemente a este planteamiento de continuo análisis y mejora de las prácticas educativas.…”

Math Problem Solving Interventions for Middle School Students with Learning Disabilities: A Comprehensive Literature Review

“…Objective criteria should be determined to make this assessment. Items that show high-quality research are called quality indicators (Cook et al, 2019). The literature abounds in studies conducted to measure the methodological suitability of single-subject studies (Busk & Serlin, 1992;Kratochwill & Stoiber, 2002).…”

Reporting Quality in Math Meta-Analyses for Students with or at Risk of Disabilities

“…EBPs are instructional techniques with strong evidence of their potential for improving educational outcomes for students with disabilities across multiple studies that meet specific research design criteria (Cook & Cook, 2011;Odom et al, 2005). Although experts use different methods to identify EBPs (Cook et al, 2020), meta-analyses play an important role in the process by providing a statistical summary of the effectiveness of a practice. Given this, meta-analyses can guide educational decisions and policies; state education agencies report using reviews of research as a source of information when identifying research-based practices (Goertz et al, 2013).…”