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ERIC Number: EJ937607
Record Type: Journal
Publication Date: 2011-Jul
Pages: 14
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-1030-0112
Reported Prevalence by Australian Special Educators of Evidence-Based Instructional Practices
Carter, Mark; Stephenson, Jennifer; Strnadova, Iva
Australasian Journal of Special Education, v35 n1 p47-60 Jul 2011
This research examined the reported level of implementation of eight practices in a national sample of Australian special education teachers, replicating the North American study of Burns and Ysseldyke (2009). The 194 respondents reported extensive use of a number of evidence-based practices, such as direct instruction and applied behaviour analysis. Conversely, a number of practices that have very weak empirical foundations or can be considered disproven, such as perceptual-motor training and modality instruction, continue to be used at moderate-to-high levels. In addition, compared to their North American counterparts, Australian special education teachers used a number of evidence-based practices significantly less frequently and used perceptual-motor programs more frequently. Implications of these results are discussed.
Australian Academic Press. 32 Jeays Street, Bowen Hills, Queensland 4500, Australia. Tel: +61-7-3257-1176; Fax: +61-7-3253-5908; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia