Determining Evidence-Based Practices in Special Education

被引：121

作者：

Cook, Bryan G. ^{[1
]}

Tankersley, Melody ^{[2
]}

Landrum, Timothy J. ^{[3
]}

机构：

[1] Univ Hawaii Manoa, Coll Educ, Dept Special Educ, Honolulu, HI 96822 USA

[2] Kent State Univ, Dept Special Educ, Kent, OH 44242 USA

[3] Univ Virginia, Dept Curriculum Instruct & Special Educ, Charlottesville, VA USA

来源：

EXCEPTIONAL CHILDREN | 2009年 / 75卷 / 03期

关键词：

EVIDENCE-BASED INTERVENTIONS; LEARNING-DISABILITIES; KNOWLEDGE-BASE; STUDENTS; QUALITY; INSTRUCTION; PSYCHOLOGY;

D O I：

10.1177/001440290907500306

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

Determining evidence-based practices is a complicated enterprise that requires analyzing the methodological quality and magnitude of the available research supporting specific practices, This article reviews criteria and procedures for identifying what works in the fields of clinical psychology, school psychology, and general education; and it compares these systems with proposed guidelines for determining evidence-based practices in special education. The authors then summarize and analyze the approaches and findings of the 5 reviews presented in this issue. 177 these reviews, prominent special education scholars applied the proposed quality indicators for high-quality research and standards for evidence-based practice to bodies of empirical literature. The article concludes by synthesizing these scholars' preliminary recommendations for refining the proposed quality indicators and standards for evidence-based practices in special education, as well as the process for applying them.

引用

页码：365 / 383

页数：19

共 50 条

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[10] Evidence-Based Practices in Special Education: Current Assumptions and Future Considerations
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