When is the Evidence Sufficiently Supportive of Real-World Application? Evidence-Based Practices, Open Science, Clinical Readiness Level

2020 ◽  
Author(s):  
Steven Shaw ◽  
Sierra Pecsi
Keyword(s):  
School Psychology ◽  
Real World ◽  
Evidence Based ◽  
Research To Practice ◽  
Evidence Based Practices ◽  
Real World Application ◽  
Readiness Level ◽  
Practice Gap ◽  
Scientist Practitioner Model ◽  
Research To Practice Gap

The landscape of larger events surrounding school psychology has converged to present novel opportunities for narrowing the research-to-practice gap. There is widespread agreement on the value of a scientist-practitioner model and the use of evidence-based practices, yet there remain questions as to exactly how these core concepts are realized. A discussion on whether psychological science can be relied on to deliver real-world practices related to the coronavirus (COVID-19) pandemic led IJzerman and colleagues to develop a rubric to evaluate research for real world application called Evidence Readiness Level. This model is adapted for school psychologists’ use in evaluating and implementing research for clinical practice. Clinical Readiness Level is a rubric that is designed to narrow the research-to-practice gap, provide criteria for evidence-based practices, and specify the value of a scientist-practitioner model of school psychology.

Using Pinterest to Find and Share Evidence-Based Practices

2018 ◽  
Vol 54 (2) ◽  
pp. 111-117 ◽  
Author(s):  
Samantha L. Cleaver ◽  
Charles L. Wood
Keyword(s):  
Social Media ◽  
Students With Disabilities ◽  
The Internet ◽  
Evidence Based ◽  
Research To Practice ◽  
Evidence Based Practices ◽  
Social Media Platform ◽  
Media Platform ◽  
Practice Gap ◽  
Research To Practice Gap

Pinterest is a social media platform that allows users to “pin” resources from the Internet and includes hundreds of connections to education sites. Pinterest is a popular and trusted resource for many teachers, making it a potential way to share evidence-based practices. This column describes how teachers can use Pinterest to share evidence-based practices that enhance instruction for students with disabilities and work toward eliminating the research-to-practice gap.

scholarly journals What Do We Know About Evidence-Based Practices?

2019 ◽  
Vol 7 (5) ◽  
pp. 238-247
Author(s):  
Neslihan Unluol Unal
Keyword(s):  
Evidence Based ◽  
Research To Practice ◽  
Evidence Based Practices ◽  
Research And Practice ◽  
Practice Gap ◽  
Research To Practice Gap

Many teachers have various problems in finding solutions to their students’ problems in the classroom. One of the challenges that teachers face is to make decisions about how to teach and manage students’ behavior. Due to research to practice gap, finding appropriate interventions and implementing them in the classroom might be difficult for teachers. Evidence – based practices (EBPs) are offered to close the gap between research and practice. The purpose of this study was to discuss how EBPs are determined and to provide practitioners guidance to implement them in their classrooms. Barriers to implementing EBPs and resources for EBPs were also discussed.

The Best-Laid Plans

2021 ◽  
pp. 45-58
Author(s):  
David A. Patterson Silver Wolf
Keyword(s):  
Evidence Based Practice ◽  
Evidence Based ◽  
Research To Practice ◽  
Front Line ◽  
Evidence Based Practices ◽  
Beliefs And Practices ◽  
New Science ◽  
Practice Gap ◽  
Sustained Recovery ◽  
Research To Practice Gap

This chapter opens with a story of how current beliefs and practices can have disastrous outcomes. It discusses the search to understand why front-line therapists and the treatment systems that employ them were not using empirically proven practices, and a new science that was investigating this research-to-practice gap. This chapter discusses the startling things discovered. Even if it could be guaranteed that every therapist would use evidence-based interventions with every patient every time, there would still be no way to measure and monitor the effectiveness of those validated treatments. In addition to evidence-based practice, a vital tool is still missing to make sure services result in sustained recovery. Along with evidence-based practices, performance-based practice is also needed.

Teacher-Reported Priorities and Practices for Students With Autism: Characterizing the Research-to-Practice Gap

2019 ◽  
Vol 35 (2) ◽  
pp. 67-78
Author(s):  
Matthew E. Brock ◽  
Jaclyn M. Dynia ◽  
Scott A. Dueker ◽  
Mary A. Barczak
Keyword(s):  
Individualized Education Program ◽  
Autism Spectrum ◽  
Cognitive Outcomes ◽  
Evidence Based ◽  
Research To Practice ◽  
Students With Autism ◽  
Practice Gap ◽  
Education Of Students ◽  
Broad Consensus ◽  
Research To Practice Gap

Despite broad consensus that a research-to-practice gap exists in the education of students with autism, the extent of this gap has not been well studied. We surveyed 99 teachers in Ohio about their highest priority goals for students with autism spectrum disorder (ASD), their approach for addressing these goals, the degree to which students had made progress, and barriers to student progress. Only half of all teachers described an approach that included any evidence-based practice (EBP). Teachers often reported inadequate progress on Individualized Education Program (IEP) goals, and that identifying and implementing effective intervention practices were barriers to progress. We found some alignment between the outcomes prioritized by teachers and those measured by researchers in the literature, although teachers more highly prioritized academic and cognitive outcomes.

Implementing Evidence-Based Practices in School Psychology:  Excavation by De-Implementing the Disproved

2020 ◽  
Author(s):  
Steven Shaw
Keyword(s):  
Clinical Practice ◽  
School Psychology ◽  
Canadian Journal ◽  
Evidence Based ◽  
Critical Aspect ◽  
Evidence Based Practices ◽  
What Works ◽  
Scientist Practitioner Model ◽  
Model Of Practice

The scientist-practitioner model of practice is the most common approach to the profession of school psychology and embraces evidence-based practices as foundations of clinical practice. The focus on evidence-based practices involves not only using the preponderance of research to determine what works, but also how to implement these practices effectively. An important impediment to implementing innovative evidence-based practices is that interventions and practices that have been proved ineffective or of low value continue to be used in education and psychology. What are the issues that assist in discontinuing practices that are widely used, but have been disproved or are otherwise problematic? How can room be made for more effective, innovative, and evidence-based practices? This issue of the Canadian Journal of School Psychology is devoted to exploration of different forms of disproved, low value, or problematic practices, factors that keep these practices alive in schools, and how to best de-implement ineffective and problematic practices. If the scientist-practitioner model is to be defined largely by the implementation of evidence-based practices, then de-implementation will be a critical aspect in the evolution of the profession of school psychology.

Consultation as a Technology and the Politics of School Reform

1996 ◽  
Vol 17 (6) ◽  
pp. 386-392 ◽  
Author(s):  
Douglas Fuchs ◽  
Lynn S. Fuchs
Keyword(s):  
Special Education ◽  
Educational Technology ◽  
School Psychology ◽  
Problem Solving ◽  
School Reform ◽  
Research To Practice ◽  
Practice Gap ◽  
Problem Solving Process ◽  
Research To Practice Gap

Special education and school psychology researchers have demonstrated that consultation can be effective. Yet, practitioner surveys suggest it is used infrequently. What accounts for this research-to-practice gap? We argue that consultation is effective and unused for the same reason: It is an educational technology. That is, whereas its developers have perfected a methodical and replicable problem-solving process that draws on an armamentarium of validated interventions, this very model and related methods are viewed as out of step with the zeitgeist of school reform. We explore this unfortunate irony and propose several modest recommendations.

Educator Knowledge and Preparedness for Educating Students With Autism in Public Schools

2021 ◽  
pp. 108835762198931
Author(s):  
Jennifer Hamrick ◽  
Mari Cerda ◽  
Cyndi O’Toole ◽  
Katherine Hagen-Collins
Keyword(s):  
Decision Making ◽  
Public Schools ◽  
Public Education ◽  
Instructional Practices ◽  
Special Educators ◽  
Evidence Based ◽  
Research To Practice ◽  
Evidence Based Practices ◽  
Students With Autism ◽  
Practice Gap

Use of evidence-based practices is important for the success of students in special education settings in public education. In total, 255 special educators in public education were surveyed about (a) use of instructional practices, (b) preparedness to use interventions, (c) access to training, (d) influences on decision-making, and (e) areas of need related to current roles. Results indicate a research-to-practice gap as educators reported using many practices not identified as evidence-based intervention when working with individuals with autism and intellectual disabilities. Information about access to training and the types of trainings educators were currently participating in was gathered. Educators also reported feeling inadequately prepared to use interventions.

scholarly journals Implementing Evidence-Based Practices in School Psychology: Excavation by De-Implementing the Disproved

2021 ◽  
pp. 082957352110005
Author(s):  
Steven R. Shaw
Keyword(s):  
Clinical Practice ◽  
School Psychology ◽  
Canadian Journal ◽  
Evidence Based ◽  
Critical Aspect ◽  
Evidence Based Practices ◽  
What Works ◽  
Scientist Practitioner Model ◽  
Model Of Practice

The scientist-practitioner model of practice is the most common approach to the profession of school psychology and embraces evidence-based practices as foundations of clinical practice. The focus on evidence-based practices involves not only using the preponderance of research to determine what works, but also how to implement these practices effectively. An important impediment to implementing innovative evidence-based practices is that interventions and practices that have been proved ineffective or of low value continue to be used in education and psychology. What are the issues that assist in discontinuing practices that are widely used, but have been disproved or are otherwise problematic? How can room be made for more effective, innovative, and evidence-based practices? This issue of the Canadian Journal of School Psychology is devoted to exploration of different forms of disproved, low value, or problematic practices, factors that keep these practices alive in schools, and how to best de-implement ineffective, low value, and problematic practices. If the scientist-practitioner model is to be defined largely by the implementation of evidence-based practices, then de-implementation will be a critical aspect in the evolution of the profession of school psychology.

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