Introduction to Special Issue

2016 ◽  
Vol 52 (3) ◽  
pp. 131-132
Author(s):  
Shobana Musti-Rao
Keyword(s):  
Response To Intervention ◽  
Grade Level ◽  
Evidence Based ◽  
Special Issue ◽  
Behavioral Skills ◽  
Evidence Based Practices ◽  
Instructional Framework ◽  
Inclusive Settings ◽  
Integrate Technology

The purpose of this special issue to provide teachers with ideas and resources on how to integrate technology into evidence-based practices in their classroom. The articles featured in this special issue focus on teaching academic and behavioral skills that can be implemented within a tier-based instructional framework (e.g., response to intervention) for students struggling to meet grade-level requirements in inclusive settings.

scholarly journals Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education

2021 ◽  
Vol 11 (3) ◽  
pp. 129
Author(s):  
Gabrielle Wilcox ◽  
Cristina Fernandez Conde ◽  
Amy Kowbel
Keyword(s):  
Decision Making ◽  
Inclusive Education ◽  
Evidence Based ◽  
Teacher Capacity ◽  
Evidence Based Practices ◽  
Full Inclusion ◽  
Current State ◽  
Inclusive Settings ◽  
Using Data ◽  
Data Based Decision Making

There are longstanding calls for inclusive education for all regardless of student need or teacher capacity to meet those needs. Unfortunately, there are little empirical data to support full inclusion for all students and even less information on the role of data-based decision making in inclusive education specifically, even though there is extensive research on the effectiveness of data-based decision making. In this article, we reviewed what data-based decision making is and its role in education, the current state of evidence related to inclusive education, and how data-based decision making can be used to support decisions for students with reading disabilities and those with intellectual disabilities transitioning to adulthood. What is known about evidence-based practices in supporting reading and transition are reviewed in relationship to the realities of implementing these practices in inclusive education settings. Finally, implications for using data-based decisions in inclusive settings are discussed.

scholarly journals School Counselors’ Attitudes Toward Evidence-Based Practices

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1882369 ◽  
Author(s):  
Patrick R. Mullen ◽  
Helena Stevens ◽  
Nancy Chae
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Grade Level ◽  
Theoretical Orientation ◽  
Behavioral Theory ◽  
Future Research ◽  
Evidence Based ◽  
Related Factors ◽  
Evidence Based Practices ◽  
Cognitive Behavioral Theory

The use of evidence-based practices (EBPs) is growing among school counselors. However, little is known about school counselors’ attitudes toward EBPs and related factors. We investigated the relationships between school counselors’ grade level, years of experience, theoretical orientation, and attitude toward EBPs. Results indicated that the use of cognitive/behavioral theory and number of years of practice related to attitudes toward EBPs. We offer implications for school counseling practice and future research.

Evaluating Behavioral Skills Training as an Evidence-Based Practice When Training Parents to Intervene with Their Children

2020 ◽  
pp. 014544552092399 ◽  
Author(s):  
John M. Schaefer ◽  
Natalie R. Andzik
Keyword(s):  
Design Research ◽  
Behavioral Skills Training ◽  
Skills Training ◽  
Single Subject ◽  
Evidence Based ◽  
Single Subject Design ◽  
Behavioral Skills ◽  
Evidence Based Practices ◽  
Behavior Skills ◽  
What Works Clearinghouse

The authors of this systematic review identified 20 individual single-subject studies examining the efficacy of Behavior Skills Training (BST) implemented with parents. Findings indicate that researchers have used BST to successfully train parents to implement a range of evidence-based practices (EBP) with their own children. Parents of children with autism or intellectual disability made up the large majority of participants in these studies. Applying the methodological quality standards set by What Works Clearinghouse (WWC), the authors detail the evidence from 67 individual cases provided by single-subject design research. Practitioners looking to train parents of children with disabilities to implement EBPs can be confident that BST is an effective training practice.

Actionable 10: A Checklist to Boost Mathematics Teaching for Students With Learning Disabilities

2020 ◽  
Vol 56 (3) ◽  
pp. 148-154
Author(s):  
Soyoung Park ◽  
Diane Pedrotty Bryant ◽  
Barbara Dougherty
Keyword(s):  
Learning Disabilities ◽  
Mathematics Teaching ◽  
Grade Level ◽  
Mathematics Instruction ◽  
Evidence Based ◽  
Students With Learning Disabilities ◽  
Evidence Based Practices

This article presents a checklist of 10 evidence-based practices for educators to apply in mathematics instruction for students with learning disabilities. The checklist is “actionable,” meaning the items on the checklist can be put into action immediately. It provides practical strategies teachers can adopt to fit their lessons regardless of their specific mathematical domain areas or student grade level. The focus of this article is translating research of evidence-based strategies into practice for mathematics instruction.

The impact of opportunities to learn with grade-level classmates without disabilities on self-actualization and autonomy for students with extensive and pervasive support needs

2020 ◽  
Vol 49 (3) ◽  
pp. 35-52
Author(s):  
Diane L. (https://orcid.org/); Ryndak ◽  
Deborah J. Taub ◽  
Christie Cavanaugh ◽  
Kari Alberque
Keyword(s):  
Instructional Practices ◽  
Inclusive Education ◽  
Grade Level ◽  
Support Needs ◽  
Evidence Based ◽  
Opportunities To Learn ◽  
Evidence Based Practices ◽  
Self Actualization ◽  
Essential Skills ◽  
The Impact

Inclusive education encompasses both theoretical constructs (e.g., least dangerous assumption, presumed competence) and implementation variables (e.g., curriculum, settings, instructional practices). When these variables are addressed collectively, the complex and multilayered process of developing equitable schools and implementing evidence-based practices that facilitate inclusive education results in students with extensive and pervasive support needs demonstrating unpredicted progress in the acquisition and use of both academic and embedded essential skills across situations that are meaningful in their lives, as well as progress related to self-actualization and autonomy. These variables are discussed, and examples of how opportunities to learn with grade-level peers without disabilities impacted self-actualization and autonomy for one individual with extensive and pervasive support needs, following 15 years of educational segregation followed by 7 years of inclusion at school and in the community.

Using Behavioral Skills Training to Support Caregivers Through Educational Telehealth

2021 ◽  
pp. 004005992110510
Author(s):  
Sara Werner Juarez
Keyword(s):  
Behavioral Skills Training ◽  
Skills Training ◽  
Autism Spectrum ◽  
Evidence Based ◽  
Behavioral Skills ◽  
Evidence Based Practices ◽  
Her Family ◽  
Home Support ◽  
Use Of Technology

While the COVID-19 pandemic drastically affected families, it also accelerated the availability and use of video conferencing technology in their homes. Families will continue to experience challenges, even when children safely return to in-person instruction. The purpose of this article is to demonstrate how practitioners can use behavioral skills training (BST) through educational telehealth to support caregivers’ implementation of evidence-based practices for children with disabilities. This article presents strategies on how to use synchronous and asynchronous technology to plan effective, efficient interventions that focus on families’ needs and preferences. BST procedures of instructions, modeling, rehearsal, and feedback are discussed within a case study for Lucía, a young child with autism spectrum disorder, and her family as they learn effective antecedent-based and consequence interventions to improve Lucía’s compliance. Practical techniques with direct application, such as an Instructions handout and a Sample Schedule, support practitioners’ implementation of direct in-home support for caregivers through the use of technology.

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