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Direct linkLang, Russell; Page, Sue – Intervention in School and Clinic, 2011
Professionals mostly agree that scientific research should guide practice in education. The Individuals with Disabilities Education Improvement Act (IDEIA; 2004) and the No Child Left Behind Act (2002) require that students with disabilities receive research-based practices in the "least restrictive environment." Because the least…
Descriptors: Scientific Research, Federal Legislation, Disabilities, Teacher Collaboration
Ledford, Jennifer R.; Barton, Erin E.; Hardy, Jessica K.; Elam, Katie; Seabolt, Jordan; Shanks, Meredith; Hemmeter, M. L.; Kaiser, Ann – Journal of Early Intervention, 2016
Although comparison studies are important in early intervention/early childhood special education (EI/ECSE), results of well-designed comparison studies are likely to be unpublished because of undifferentiated or differently differentiated results across participants. The purpose of this article is to highlight the utility of comparison designs in…
Descriptors: Data, Comparative Analysis, Evidence Based Practice, Early Childhood Education
De Fazio, Carina M.; Fain, A. Christi; Duchaine, Ellen L. – Beyond Behavior, 2011
Legislation such as No Child Left Behind (NCLB), the Individuals with Disabilities Education Act, and its reauthorization, the Individuals with Disabilities Education Improvement Act, mandate that evidence-based practices be used in schools. In fact, NCLB requires that "scientifically-based research" be the basis for classroom practices…
Descriptors: Evidence, Intervention, Federal Legislation, Disabilities
