Melody Tankersley

Evidence-Based Practices in Special Education: Some Practical Considerations

A major tenet of both the Individuals with Disabilities Education Act and the No Child Left Behind Act is the identification and use of evidence-based practices, or those instructional techniques shown by research as most likely to improve student outcomes meaningfully. However, much confusion exists regarding the meaning and potential applications of evidence-based practices in special education. Evidence-based practices are traditionally supported by the findings of multiple, high-quality, experimental research studies. Rather than changing the nature of teaching or limiting teachers to following prescribed methods, prioritizing evidence-based practices will allow teachers to maximize the impact of their instructional efforts.

CEC’s Standards for Classifying the Evidence Base of Practices in Special Education

As an initial step toward improving the outcomes of learners with disabilities, special educators have formulated guidelines for identifying evidence-based practices. We describe the Council of Exceptional Children’s new set of standards for identifying evidence-based practices in special education and how they (a) were systematically vetted by expert special education researchers through a Delphi study, (b) demonstrated adequate inter-rater reliability in a pilot study, (c) delineate specific criteria in many areas and provide flexibility to tailor other criteria, (d) provide an integrated set of standards for classifying the evidence base of practices based on findings from both group comparison and single-subject studies, and (e) can be applied by independent special education researchers. We conclude by noting limitations to the standards, briefly comparing these new standards with other evidence-based practice standards, and providing recommendations for future research and for refining the standards.

Prevention of Behavioral and Conduct Disorders: Trends and Research Issues

This paper discusses prevention of behavioral disorders through early intervention efforts. Recurrent themes in the area of prevention include (a) early intervention and family-focused prevention services, including assistance in parenting skills and accessing community-based services; (b) school-based prevention programs, including effective teaching practices, peer mediation, social skills intervention, self-management, and classroom management; and (c) within- and across-setting collaboration. Key areas for prevention research include universal prevention programs for at-risk groups, continued investigations of teacher and parent support systems, evaluation of prevention programs, and commitments for funding.

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Using Single-Subject Research to Establish the Evidence Base of Special Education.

Research in the field of special education often incorporates single-subject designs to investigate the effectiveness of educational practices for students with disabilities. As such, it is important that educators and educational professionals understand the characteristics of single-subject research methodologies and how those characteristics allow conclusions to be drawn about effectiveness of practices. Because conclusions about whether an intervention causes changes in student outcomes can be derived from single-subject research, it has much to offer to discussion of evidence-based practice and the ultimate identification of evidence-based practices for students with disabilities.

Brief Reports Brief Report: Reduction of Inappropriate Vocalizations for a Child with Autism Using a Self-Management Treatment Program

Self-management procedures that incorporate elements of self-assessment, self-recording, and self-reinforcement have reduced stereotypic (i.e., repetitive) behaviors in children with autism in clinical settings. This study examined the effects of a self-management program used to reduce high rates of inappropriate vocalizations (e.g., humming, tongue clucking, perseverative and echolalic words/phrases) in a 12-year-old girl having autism served in a public school classroom. When self-management was applied to inappropriate vocalizations in a multiple-baseline design during leisure, prevocational, and reading tasks, the occurrence of vocalizations decreased. Implications for teaching these procedures in classroom settings are discussed.

Examining the Role of Group Experimental Research in Establishing Evidenced-Based Practices

Using evidence-based practices, or those instructional techniques shown by research to improve student outcomes meaningfully, increases the performance of students with disabilities and should therefore be a priority for special educators. But how does a practice come to be considered evidence based? The unique characteristics of group experimental research (i.e., the use of a meaningful comparison group and the active manipulation of an intervention) allow research consumers to conclude whether an intervention causes desired changes in student outcomes. As such, group experimental research is one type of research that is well suited to determine evidence-based practices. Examples of group experimental research are provided from the contemporary special education literature.

Emotional and Behavioral Disorders in the New Millennium: The Future Is Now.

In assessing the prospects for the future of the field of behavioral disorders, we examine our current knowledge base related to two critical areas: (1) early intervention for prevention and (2) inclusion and the preparation of teachers. We consider these against the backdrop of two issues that have limited our progress: (1) establishing appropriate expectations and realistic outcomes for students with emotional and behavioral disorders and (2) the changing relationship between science and education. We conclude with several suggestions for directions in which movement may hold promise for the future of our field. In particular, we call for action based upon our current knowledge and increased attention to scientific, data-based decision making in the areas of early intervention, teacher preparation, and the establishment of realistic expectations.

Grade Retention of Students During Grades K–8 Predicts Reading Achievement and Progress During Secondary Schooling

Using National Education Longitudinal Study (NELS) data, researchers examined the reading growth rates of secondary students who had been retained between kindergarten and 8th grade and those of a matched comparison group of students who had never been retained (n = 878 in each group). Descriptive statistics and latent growth models revealed that the retained group correctly answered 22.27% of NELS reading questions in 8th grade compared to 22.96% answered correctly by the not-retained students and that the not-retained students could expect to answer 3.33% more reading questions correctly at 10th and 12th grades compared to 2.44% for the retained group. The article discusses whether these findings are the result of other initial differences between the groups, negative consequences of retention, or alternative explanations.

Social Skills Interventions for Young At-Risk Students: A 2-Year Follow-Up Study.

This study examines the effects of a 2-year follow-up prevention program for Head Start, kindergarten, and first-grade students with behavior problems. A total of 31 students received the intervention—consisting of social skills instruction with reinforcement, peer tutoring, and parent support—with 18 students participating as a comparison group. Monitoring checks showed varying degrees of implementation across classrooms. Student outcomes from direct observations indicated reduced inappropriate behaviors, including aggression, grabbing, out-of-seat behaviors, and negative verbal statements. Observations also revealed improved compliance with teacher directions and significantly more time engaged in positive interactions with peers during free time and play groups. The comparison group maintained or increased levels of inappropriate behaviors. Findings support the use of screening instruments for young children with behavior problems and early intervention programs to promote improved school performance and social interaction skills.