ERIC Number: EJ1132795
Record Type: Journal
Publication Date: 2017-Mar
Abstractor: As Provided
Reference Count: 63
Establishing the State of Affairs for Evidence-Based Practices in Students with Severe Disabilities
Spooner, Fred; McKissick, Bethany R.; Knight, Victoria F.
Research and Practice for Persons with Severe Disabilities, v42 n1 p8-18 Mar 2017
The use of evidence-based practices (EBPs) was mandated with the passage of the No Child Left Behind Act of 2001 (NCLB), and continues with the Every Student Succeeds Act (ESSA). Accordingly, all children, including those with severe disabilities, must be taught both daily living and academic skills using EBPs. In this article, we synthesize, report, and establish the state of affairs for teaching EBPs to students with severe disabilities; examine established practices and considerations for the future of EBPs; and describe the relevance of the EBP movement to advocacy and intervention research for this population. Leading organizations dedicated to improving the lives of people with severe disabilities must continue to place emphasis on practices and research that have provided empirical demonstrations of effect and standards of proof.
Descriptors: Evidence Based Practice, Severe Disabilities, Educational Strategies, Daily Living Skills, Special Education, Intervention, Task Analysis
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
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