LibGuides: EDS-342/EDS-552 Instructional Methods &amp; Materials for Teaching Students with Disabilities: Evidence-Based Practice (EBP) Resources

What is Evidence-based Practice?

In general, an EBP is one whose effectiveness is supported by rigorous research. In other words, research shows that the practice or program works.

To help clarify the terminology, the table below highlights some common terms you may encounter when searching for an EBP. The first term, “evidence-based practice,” refers to a practice with the strongest research evidence.

Evidence-based practice	Shown to have a positive effect on student outcomes The research design allows one to infer that the practice led to child or student improvement Multiple high-quality studies have been conducted Reviewed by a reputable organization (e.g., What Works Clearinghouse)
Promising practice	Shown to have positive effects on learner outcomes The research design does not clearly demonstrate that the practice led to child or student improvement Insufficient number of studies conducted to demonstrate its effectiveness
Research-based practice	Some research studies have demonstrated positive effects on student outcomes while other studies have not Based on research that may or may not clearly demonstrate that the practice led to improved child or student outcomes Multiple studies have been conducted
Emerging practice	Anecdotal evidence of effectiveness Research has not been conducted

Other terms that you might encounter during your search for an EBP are “best practice” or “recommended practice.” These terms have been used inconsistently. Sometimes these practices or programs are backed by research, and other times they are not. When reviewing these practices or programs, proceed with caution. You want to make sure they are backed by research not just anecdotal evidence or professional judgment.

Can't find a suitable EBP? Try looking at the IRIS center's guide.

Source: The IRIS center

Resources for Evidence-based Practice in Education A to Z

Best Evidence Encyclopedia
The Best Evidence Encyclopedia (BEE) is a free website created by the Johns Hopkins University School of Education’s Center for Research and Reform in Education (CRRE). It is intended to give educators and researchers fair and useful information about the strength of the evidence supporting a variety of programs available for students in grades K-12.
Center for Early Literacy Learning (CELL)
The goal of the Center for Early Literacy Learning (CELL) is to promote the adoption and sustained use of evidence-based early literacy learning practices. This site has resources for early childhood intervention practitioners, parents, and other caregivers of children, birth to five years of age, with identified disabilities, developmental delays, and those at-risk for poor outcomes.
Center on Instruction (COI)
Contains a collection of research-based resources. While these resources are useful for improving the achievement of all students, they particularly target students in the lowest performing schools, students with difficulties learning mathematics, students needing intensive instruction, or special needs/diverse learners, including English language learners.
The Center on the Social and Emotional Foundations for Early Learning (CSEFEL)
The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) is focused on promoting the social emotional development and school readiness of young children birth to age 5. CSEFEL is a national resource center funded by the Office of Head Start and Child Care Bureau for disseminating research and evidence-based practices to early childhood programs across the country.
Collaborative for Academic, Social, and Emotional Learning (CASEL)
These resources focus on social and emotional learning (SEL) from preschool through high school. Of particular interest is the CASEL Guide, which “provides a systematic framework for evaluating the quality of classroom-based social and emotional learning programs.”
The Division for Early Childhood
The Division for Early Childhood (DEC) promotes policies and advances evidence-based practices that support families and enhance the optimal development of young children (0-8) who have or are at risk for developmental delays and disabilities.
Doing What Works (DWW)
Doing What Works (DWW) helps educators understand and use research-based practices through interviews with researchers and practitioners, multimedia examples and sample materials from real schools and classrooms, and tools that can help educators take action.
Harvard Dataverse
"The Harvard Dataverse Repository is a free data repository open to all researchers from any discipline, both inside and outside of the Harvard community, where you can share, archive, cite, access, and explore research data. Each individual Dataverse collection is a customizable collection of datasets (or a virtual repository) for organizing, managing, and showcasing datasets."
Home Visiting Evidence of Effectiveness
The Department of Health and Human Services launched Home Visiting Evidence of Effectiveness (HomVEE) to conduct a thorough and transparent review of the home visiting research literature. HomVEE provides an assessment of the evidence of effectiveness for early childhood home visiting models that serve families with pregnant women and children from birth to kindergarten entry (that is, up through age 5).
IRIS Center Evidence-Based Practice Summaries
These research summaries covering instructional strategies and interventions offer information that includes level of effectiveness as well as the age groups for which a given strategy or intervention is designed. Links to the original reports are also provided for those who might wish to explore further.
National Center for Pyramid Model Innovations (NCPMI)
The National Center for Pyramid Model Innovations (NCPMI) is funded by the Office of Special Education Programs to improve state and local capacity to implement, scale-up, and sustain effective practices and policies to equitably support the social, emotional, and behavioral outcomes of young children with, and at risk for, developmental delays or disabilities. The goal of the Center is assisting states and programs in developing sustainable systems for the equitable implementation of the Pyramid Model for Promoting Social-Emotional Competence in Infants and Young Children (Pyramid Model) within early intervention and early education programs.
National Center on Intensive Intervention (NCII)
The mission of the NCII is to build knowledge and capacity of state and local leaders, faculty and professional development providers, educators, and other stakeholders to support implementation of intensive intervention for students with severe and persistent learning and/or social, emotional, or behavioral needs using data-based individualization (DBI).
The National Professional Development Center on Autism Spectrum Disorder (NPDC)
The National Professional Development Center on Autism Spectrum Disorder (NPDC) was funded by the Office of Special Education Programs in the US Department of Education from 2007-2014. The NPDC developed free professional resources for teachers, therapists, and technical assistance providers who work with individuals with ASD. Resources include detailed information on how to plan, implement, and monitor specific evidence-based practices.
OSEP's IDEAs That Work
The U.S. Department of Education has developed a Tool Kit on Teaching and Assessing Students with Disabilities (Tool Kit), which offers a compilation of information that will move states forward in improving results for all students with disabilities.
Social Programs That Work
This site seeks to identify those social programs shown in rigorous studies to produce sizable, sustained benefits to participants and/or society, so that they can be deployed to help solve social problems. The specific purpose is to enable policy officials and other readers to distinguish credible findings of program effectiveness from the many others that claim to be.
TeachingLD
Since the early 1983, DLD has worked on behalf of students with learning disabilities and the professionals who serve them to meet the needs of more millions of school-aged children and youth currently identified as having learning disabilities in the United States. Members of DLD have also sought to advance services for individuals with learning disabilities in many other countries around the world, as well. DLD was among the first organizations to endorse evidence-based practice and continues to support the use of methods, materials, techniques, procedures, and approaches that have substantial research foundations.
What Works Clearinghouse
Search the WWC and access our Resources Page to find the information you need to make evidence-based decisions in your classrooms and schools.
Youth.gov
youth.gov (formerly FindYouthInfo.gov) was created by the Interagency Working Group on Youth Programs (IWGYP), which is composed of representatives from 13 federal departments and 12 federal agencies that support programs and services focusing on youth. The IWGYP promotes the goal of positive, healthy outcomes for youth. Includes examples of using evidence based research for funding.

Books for Evidence-Based Practice

Teacher Selection: Evidence-Based Practices by Robert M. Klassen; Lisa E. Kim Marketing text: This book combines theory and research from educational and organizational psychology to provide guidance on improving the teacher selection process and, subsequently, educational outcomes for all students. The book identifies the characteristics of effective teachers, analyzes research on selection practices, and examines new approaches to teacher selection, recruitment, and development. The central premise of the book is that improving the effectiveness of teachers - and, thus, students' educational outcomes - can be achieved by making the recruitment and selection process more effective and more efficient. Accordingly, the book describes how to identify and select individuals for the teaching profession who display both strong cognitive attributes (e.g., subject knowledge) and essential non-cognitive attributes such as resilience, commitment to the profession, and motivation for teaching. Key topics Teacher selection practices from the viewpoint of organizational and educational psychology Teacher effectiveness and the role of individual attributes Situational judgment tests (SJTs) and multiple mini-interviews (MMIs) for teacher selection Implementation of teacher selection programs Teacher recruitment and development Given its scope, the book represents an essential reference guide for scholars, educational leaders and policymakers, and graduate students in educational leadership programs, as well as professionals in child and school psychology, educational psychology, teaching and teacher education. 
Call Number: E-Book
ISBN: 9783030761868
Publication Date: 2021-09-29
Programs That Work, from the Promising Practices Network on Children, Families and Communities by Rand Corporation
Publication Date: 2014
The Promising Practices Network (PPN) on Children, Families and Communities (www.promisingpractices.net) began as a partnership between four state-level organizations that help public and private organizations improve the well-being of children and families. The PPN website, archived in June 2014, featured summaries of programs and practices that are proven to improve outcomes for children. The information on this website pertained to children from the prenatal period to age 18, as well as the families and communities in which they live.