The Research-to-Practice Gap in Special Education

Collins

Learn Disabil Res Pract

et al. 2019

Self Cite

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.

Section: Identification Does Not Entail Effective Implementationmentioning

confidence: 99%

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

Collins

Learn Disabil Res Pract

et al. 2019

Self Cite

“…To do so, research should be accessible, trustworthy, and usable (Carnine, 1997). However, an established research-to-practice gap persists within the field (Cook & Farley, 2019). Open science practices have been theorized to aid in ameliorating aspects of this gap.…”

Section: Open Science Practices In Special Educationmentioning

confidence: 99%

Special Education Researchers’ Knowledge, Attitudes, and Reported Use of Open Science Practices

Fleming

Wilson

Espinas³

et al. 2022

Preprint

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Despite calls for open science reforms in special education research, little is known about the perceptions or practices of special education researchers regarding open science. In this study, we modified the Open Science Survey (OSS) to examine the knowledge, attitudes, perceived norms, and behaviors of 155 special education researchers for three open science practices (posting preprints, sharing data, and preregistering studies). Researchers reported favorable attitudes toward each of the three practices, but low levels of implementation knowledge. Additionally, multiple linear regression revealed knowledge, attitudes, perceived norms, career stage, and methodological preference significantly predicted intent to engage in these open science practices. We provide recommendations for using findings to inform efforts to increase open science uptake in the field.

“…Despite the importance of using highly effective, evidence-based practices in special education and educators’ stated desires to use research to select effective practices (Whitehurst, 2003), a gap between research and practice persists (Cook & Farley, in press). Observational and survey research shows that some ineffective practices are commonly implemented, whereas some highly effective, research-based practices are seldom applied (e.g., Gable, Tonelson, Sheth, Wilson, & Park, 2012; Lloyd, Forness, & Kavale, 1998; McKenna, Shin, & Ciullo, 2015).…”

Section: Open Science In Special Educationmentioning

confidence: 99%

Promoting Open Science to Increase the Trustworthiness of Evidence in Special Education

Lloyd

Mellor

et al. 2018

Exceptional Children

Self Cite

101

100

Scientific evidence should guide the selection of practice for individuals with disabilities. Scientific evidence, however, must be trustworthy to move special education toward greater empirical certainty and more effective policies and practices. Transparency, openness, and reproducibility increase the trustworthiness of evidence. We propose that researchers in special education adopt emerging open-science reforms, such as preprints, data and materials sharing, preregistration of studies and analysis plans, and Registered Reports. Adoption of these practices will require shifts in cultural norms, guidelines, and incentives. We discuss how adopting open-science practices can advance the quality of research and, consequently, policy and practice in special education.