Embedding Evidence-Based Practices to Address Literacy in School-Based Speech–Language Therapy

School-based fire safety education programs are implemented by fire services organisations around the world to improve children’s fire safety knowledge and skills. Such education is considered the single most modifiable strategy that fire services organisations can implement to reduce the risk that children will misuse fire or be harmed by fire. Despite this, there are no overarching and evidence-based guidelines for the development of new programs or the evaluation and modification of existing ones. To fill this void, a rapid evidence assessment of existing literature was conducted. Results revealed 25 evidence-based practices that held true in a variety of contexts and methodologically diverse studies. These practices inform an empirical framework that can be used to guide fire safety education programs for children.

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Knowledge of Evidence-Based Practices and Frequency of Selection Among School-Based Professionals of Students With Autism

The Journal of Special Education ◽

10.1177/0022466920958688 ◽

2020 ◽

pp. 002246692095868

Author(s):

Kristi L. Morin ◽

Ann Sam ◽

Brianne Tomaszewski ◽

Victoria Waters ◽

Samuel L. Odom

Keyword(s):

Professional Development ◽

Online Learning ◽

Large Scale ◽

Descriptive Statistics ◽

Evidence Based ◽

Evidence Based Practices ◽

Learning Modules ◽

School Based ◽

Students With Autism ◽

Selection Of

Autism Focused Intervention Resources and Modules (AFIRM) are a set of self-paced, online learning modules designed to disseminate information about the 27 evidence-based practices identified through a large-scale review of focused intervention practices for individuals with autism. In this study, we used descriptive statistics and an analysis of variance to analyze more than 67,000 pre-tests completed by over 22,000 school-based AFIRM users to determine whether there are differences by occupation in the (a) selection of evidence-based practices, (b) knowledge of evidence-based practices, and (c) average number of evidence-based practices selected. Results reveal statistically significant differences between groups and have implications for providers and administrators responsible for designing and delivering professional development for school-based professionals working with students with autism.

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Research Synthesis

10.1093/oso/9780190455651.003.0015 ◽

2017 ◽

Author(s):

John L. Luckner

Keyword(s):

Deaf Education ◽

Research Synthesis ◽

Educational Interventions ◽

Evidence Based ◽

Deaf Students ◽

High Quality Research ◽

Evidence Based Practices ◽

School Based ◽

Quasi Experimental ◽

Conducting Research

Current educational policies provide a mandate for the use of evidence-based practices (EBPs) in school-based practices. However, the field of deaf education has a paucity of experimental and quasi-experimental research addressing educational practices that have been tested and demonstrated as being effective with this population. This lack of sufficient, high-quality research to determine EBP for working with deaf students is frustrating for teachers and administrators. Consequently, there is a need to conduct research syntheses pertaining to the effectiveness of educational interventions and to create summaries of the evidence that can be used to improve practices and outcomes. This chapter provides (1) a rationale for conducting research syntheses; (2) a description of procedures for conducting and reporting research syntheses; (3) examples of research syntheses that have been published; and (4) common practices in the field of deaf education that research syntheses indicate have little evidence to support their use.

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Multicomponent Training of Teachers of Students With Severe Disabilities

Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children ◽

10.1177/0888406414546873 ◽

2014 ◽

Vol 37 (4) ◽

pp. 347-362 ◽

Cited By ~ 4

Author(s):

Phillip Brown ◽

Jennifer Stephenson ◽

Mark Carter

Keyword(s):

Performance Feedback ◽

Special Educators ◽

Role Play ◽

Severe Disabilities ◽

Evidence Based ◽

Feedback Process ◽

Evidence Based Practices ◽

School Based ◽

Specific Performance ◽

Students With Severe Disabilities

Over the last decade, the obligation of general and special educators to utilize evidence-based instructional practices has become more prominent. Research increasingly suggests the failure of didactic teacher training alone to ensure implementation with fidelity of these practices by teachers in their classrooms. Multicomponent training (MCT) strategies utilizing didactic presentations, followed by coaching with role-play and specific performance feedback, offer a useful strategy for training teachers of students with severe disabilities in the evidence-based practices of their field. This pilot study successfully demonstrated the efficiency, feasibility, and acceptability of a school-based MCT strategy in the training of four teachers of students with severe disabilities in the use of simultaneous prompting (SP). The MCT strategy utilized demonstrated the efficacy of a research-based performance feedback process. Implications for the comprehensive and rigorous training of teachers of students with severe disabilities are discussed.

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