ERIC Number: EJ1080150
Record Type: Journal
Publication Date: 2015
Reference Count: 14
To Adapt or Not to Adapt: Navigating an Implementation Conundrum
Leko, Melinda M.
TEACHING Exceptional Children, v48 n2 p80-85 Nov-Dec 2015
Maximizing the effectiveness of evidence-based practices (EBPs) requires an optimal balance of implementation fidelity and adaptation so EBPs fit local contexts and meet the individual learning needs of students with disabilities. The framework for classifying adaptations presented in this article can help educators make decisions about whether particular adaptations are justified or not. Collecting progress monitoring data to make decisions about whether or not an adaptation is effective is a critical component of the framework. Adaptations that: (1) keep an EBP's core components intact; (2) are intended to benefit students; and (3) result from teacher data-based decision making are most likely to enhance EBP effectiveness and promote positive outcomes for students with disabilities.
Descriptors: Evidence Based Practice, Fidelity, Special Needs Students, Media Adaptation, Adoption (Ideas), Curriculum Implementation, Academic Accommodations (Disabilities), Educational Practices, Educational Strategies, Guidelines, Curriculum Design, Student Needs, Information Utilization, Middle School Teachers
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Publication Type: Journal Articles; Reports - Descriptive; Guides - Classroom - Teacher
Education Level: Middle Schools; Secondary Education; Junior High Schools
Authoring Institution: N/A