Epilogue: Developing Evidence-Based Practices and Research Collaborations in School Settings

2001 ◽  
Vol 32 (3) ◽  
pp. 196-197 ◽  
Author(s):  
Kenn Apel
Keyword(s):  
Evidence Based ◽  
Evidence Based Practices ◽  
School Settings ◽  
Research Collaborations

Reflective Practices That Scaffold Teacher Knowledge, Decision Making, and Literacy Leadership

2020 ◽  
pp. 194-215
Author(s):  
Susan King Fullerton ◽  
Lisa D. Aker
Keyword(s):  
Teacher Knowledge ◽  
Program Improvement ◽  
Online Discussions ◽  
Reading Specialist ◽  
Evidence Based ◽  
Group Instruction ◽  
Literacy Leadership ◽  
Evidence Based Practices ◽  
School Settings ◽  
Individual Instruction

The roles of literacy professionals are organized and contextualized in school settings and are quite varied; university coursework must prepare teachers to serve in literacy teacher, reading specialist, interventionist, and coaching roles. In this chapter, the authors describe two Literacy M.Ed. mid-program practicums that (1) focus on literacy small-group instruction such as guided reading and (2) individual instruction of learners having difficulty with reading. They discuss evidence-based practices primarily focused on reflection—reflections of lessons, including videotaped lessons and peer coaching, online discussions and reflections. Based on the analyses of such practices, insights and implications for program improvement are suggested.

Evaluating Trauma-Informed School Social Work

2019 ◽  
pp. 90-100
Author(s):  
Eileen A. Dombo ◽  
Christine Anlauf Sabatino
Keyword(s):  
Social Work ◽  
Learning Environments ◽  
School Environment ◽  
School Administrators ◽  
School Social Workers ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
School Settings ◽  
Empirically Supported ◽  
Trauma Informed

Most school administrators and teachers agree that they want to create learning environments that are safe for all children. However, recognizing that some dynamics within the school environment can feel unsafe to children who have experienced trauma, and changing them, is another matter. Uniform standards for creating trauma-informed environments and metrics for evaluating their success are currently lacking in the fields of education and social work. Chapter 8 provides a program evaluation strategy for trauma-informed school social workers to utilize in determining the success of their programs and to adapt programs as needed based on outcomes. The aim is to build and expand the literature on empirically supported and evidence-based practices in school settings. Logic models are presented, and resources for evaluating trauma-informed schools are provided.

The Evolution of Trauma-Informed Schools

2020 ◽  
pp. 3-26
Author(s):  
Kathryn Simon ◽  
Sidonia E. Compton ◽  
Stacy Overstreet
Keyword(s):  
Empirical Research ◽  
Childhood Trauma ◽  
Implementation Strategies ◽  
Evidence Based ◽  
State Legislation ◽  
Evidence Based Practices ◽  
School Settings ◽  
The Core ◽  
Trauma Informed

Growing evidence establishing the prevalence and educational consequences of childhood trauma has led to a national focus on equipping schools to support the specific needs of students who have experienced trauma. As the trauma-informed schools movement gains momentum, educators, policymakers, and researchers are collaborating to identify the key components of trauma-informed schools, evaluate the effectiveness of varied approaches, and translate trauma-informed policies into practices that are sustainable within school settings. The first goal of this introductory chapter is to provide an overview of some of the factors fueling the growth of trauma-informed schools. The discussion highlights recent national and state legislation that has led to changes in policy and practices supporting trauma-informed approaches in schools and summarizes key advances in empirical research supporting the development of implementation strategies and evidence-based practices essential to the sustainment of trauma-informed schools. The second goal of the chapter is to summarize the core implementation elements required to establish trauma-informed schools. While describing the variety of frameworks available to establish trauma-informed schools, the authors identify cross-cutting assumptions of the varied approaches as well as key implementation elements critical for the development and sustainment of trauma-informed schools.

An analysis of teacher perceived barriers to the implementation of evidence-based practices

2019 ◽  
Vol 43 (1) ◽  
pp. 5-13
Author(s):  
John J. Wheeler ◽  
Stacy L. Carter ◽  
Samuel E. Smith
Keyword(s):  
Behavioral Interventions ◽  
Qualitative Evaluation ◽  
The United States ◽  
Perceived Barriers ◽  
Evidence Based ◽  
Implementation Barriers ◽  
Evidence Based Practices ◽  
School Settings ◽  
Positive Behavioral Interventions ◽  
Widespread Implementation

Evidence-based practices in the field of special education within the United States has been well defined in the literature yet challenges persist with the widespread implementation of these practices within school settings. There are many factors that can negatively influence the portability of these practices in classroom settings that remain unaddressed in the literature. The results of a qualitative evaluation aimed at determining teacher’s perspectives on barriers to implementing evidence-based procedures in the area of positive behavioral interventions and supports (PBIS) are described. Data analysis revealed several highly pertinent barriers that teachers face in their attempts to implement evidence-based practices in the classroom. Recommendations for minimizing these implementation barriers are discussed.

Social Justice Principles, the Law and Research, as Bases for Inclusion

2008 ◽  
Vol 32 (1) ◽  
pp. 109-124 ◽  
Author(s):  
Phil Foreman ◽  
Michael Arthur‐Kelly
Keyword(s):  
Social Justice ◽  
Evidence Based ◽  
Policy And Practice ◽  
Evidence Based Practices ◽  
School Settings ◽  
The Usa ◽  
Research Findings ◽  
Inclusive Policy ◽  
The Uk ◽  
Students With A Disability

Educational policies for students with a disability in Australia, the USA, the UK and in most western countries stipulate that inclusive placement should be an option available to parents. This article examines three principal drivers of inclusion: social justice principles, legislation, and research findings, and considers the extent to which each of these has impacted on inclusive policy and practice. The article considers the research base for inclusion, and examines the extent to which the policy and practice of inclusion is supported by evidence. It concludes with some suggestions for a research agenda that focuses on the particular contextual challenges and complexities faced in Australasian school settings, whilst recognising international directions in the identification of evidence‐based practices.

scholarly journals Transtorno do Espectro Autista: Proposições das políticas públicas às práticas baseadas em evidências

2021 ◽  
Vol 29 ◽  
pp. 77
Author(s):  
Débora Nunes ◽  
Carlo Schmidt ◽  
Francisco de Paula Nunes Sobrinho
Keyword(s):  
Autism Spectrum Disorder ◽  
Literature Review ◽  
Incidence Rate ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Ministry Of Health ◽  
Evidence Based Practices ◽  
School Settings

In recent years, Brazil has registered a significant increase in the incidence rate of individuals diagnosed with autism spectrum disorder (ASD). This phenomenon is accompanied by the growing number of inclusive policies and guidebook for educators and health agents, describing interventional practices that guarantee the education/treatment of these individuals in school and non-school settings. The purpose of this literature review, associated with documentary research, was to analyze reference publications, disseminated by the Ministry of Health and Education, which address interventional practices for individuals with ASD, published in the last 20 years. Results from the six documents identified indicated that the conceptions of ASD, the interventions proposed, as well as the professional profiles of those who work with this population were not always aligned with empirically validated protocols. Alternatives for the production, dissemination, and improvement of evidence-based practices (EBP) for students with ASD are discussed.

Enhancing Engagement in the Classroom for Students with ASD

2015 ◽  
Vol 22 (1) ◽  
pp. 22-30 ◽  
Author(s):  
Jessica Dykstra Steinbrenner
Keyword(s):  
Instructional Strategies ◽  
Research Council ◽  
National Research Council ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
School Settings ◽  
Effective Interventions ◽  
Interaction Behaviors

Engagement is important for development and learning, and an area of need for children with autism spectrum disorder (ASD). Experts recommend that children with ASD should be actively engaged for at least 25 hours per week in effective interventions (National Research Council [NRC], 2001). There is a growing body of evidence-based practices and strategies that can be used in classroom settings to support the engagement of students with ASD, including instructional arrangements, instructional strategies, and adult interaction behaviors. This article will provide a summary of evidence-based practices that can be used with students with ASD in school settings.

Coaching in Complexity: Lessons Learned: Investigating Implementation of Interventions in High Schools

2021 ◽  
pp. 216514342110419
Author(s):  
Suzanne Kucharczyk ◽  
Kate Szidon ◽  
Laura J. Hall
Keyword(s):  
Professional Development ◽  
High Schools ◽  
Essential Feature ◽  
Autism Spectrum ◽  
Lessons Learned ◽  
School Outcomes ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
School Settings ◽  
Development Of Competencies

High schools hold great potential as contexts within which educators implement evidence-based practices shown to change post-school outcomes for youth with Autism Spectrum Disorder (ASD). Unfortunately, educators feel unprepared to use transition and disability-focused evidence-based practices. Coaching, as an essential feature of effective professional development, is an important process for supporting educators in their development of competencies for use of these practices. To inform the use of coaching in complex high school settings, the model used by the Center on Secondary Education for Students With ASD to implement a comprehensive package of disability- and transition-focused interventions in 30 schools is described and coaching data analyzed to offer lessons learned for developing professional development supports for secondary school practitioners. Limitations and implications for research and practice are discussed.

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