NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1015183
Record Type: Journal
Publication Date: 2013-Aug
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0022-4669
Unraveling Evidence-Based Practices in Special Education
Cook, Bryan G.; Cook, Sara Cothren
Journal of Special Education, v47 n2 p71-82 Aug 2013
Evidence-based practices (EBPs) are instructional techniques that meet prescribed criteria related to the research design, quality, quantity, and effect size of supporting research, which have the potential to help bridge the research-to-practice gap and improve student outcomes. In this article, the authors (a) discuss the importance of clear understanding and communication regarding EBPs and what works in special education; (b) define EBPs and discuss how they are identified; (c) differentiate the term EBP from related terms such as "research-based," "best," and "recommended practices"; (d) consider the purview of EBPs; and (e) present relevant caveats related to EBPs. The authors conclude by providing recommendations to facilitate special educators' clear and effectual thinking and communication about EBPs. (Contains 4 tables.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Reports - Evaluative; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A