Teacher beliefs about evidence-based practice: A systematic review

2021 ◽  
Vol 106 ◽  
pp. 101727
Author(s):  
Caroline Basckin ◽  
Iva Strnadová ◽  
Therese M. Cumming
Keyword(s):  
Systematic Review ◽  
Teacher Beliefs ◽  
Evidence Based Practice ◽  
Evidence Based

scholarly journals Theory-based strategies for teaching evidence-based practice to undergraduate health students: a systematic review

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Mary-Anne Ramis ◽  
Anne Chang ◽  
Aaron Conway ◽  
David Lim ◽  
Judy Munday ◽  
...  
Keyword(s):  
Systematic Review ◽  
Evidence Based Practice ◽  
Evidence Based

scholarly journals A Systematic Review of Evidence-Based Video Modeling for Students with Emotional and Behavioral Disorders

2018 ◽  
Vol 8 (4) ◽  
pp. 170 ◽  
Author(s):  
Soonhwa Seok ◽  
Boaventura DaCosta ◽  
Mikayla McHenry-Powell ◽  
Linda Heitzman-Powell ◽  
Katrina Ostmeyer
Keyword(s):  
Systematic Review ◽  
Quality Indicators ◽  
Behavioral Disorders ◽  
Video Modeling ◽  
Evidence Based Practice ◽  
Emotional And Behavioral Disorders ◽  
Future Research ◽  
Evidence Based ◽  
K 12 ◽  
Students With Ebd

This systematic review examined eight studies showing that video modeling (VM) can have a positive and significant effect for students with emotional and behavioral disorders (EBD). Building upon meta-analyses that sought evidence of video-based interventions decreasing problem behaviors of students with EBD in K-12 education, the review examined the standards of the Council for Exceptional Children (CEC) for evidence-based practice as well as additional quality indicators, neglected quality indicators, strategies combined with VM, the impact of the independent variables on the dependent variables, and common recommendations offered for future research. Findings revealed that the eight studies met the CEC standards for evidence-based practices as well as other quality indicators. For instance, all studies reported content and setting, participants, intervention agents, description of practice, as well as interobserver agreement and experimental control. According to the findings, fidelity index and effect size were the two most neglected quality indicators. Furthermore, instructions, reinforcement system, and feedback or discussion were the most common strategies used. Finally, generalizability—across settings, populations, treatment agents, target behaviors in the real world, and subject matter—was the most common recommendation for future research. While further investigation is warranted, these findings suggest that VM is an effective evidence-based practice for students with EBD when the CEC standards are met.

Sign in / Sign up

Export Citation Format

Share Document