What is “Evidence-Based Practice”?

            “Evidence-based practice” (EBP) consists of strategies and processes that are proven to be effective with the population for which they are tested. The interpretation of EBP can vary according to the disability category because of the variability of student limitations and abilities. According to Burns and Ysseldyke (2009), most conversations regarding EBP relates to education in general. Not enough is being done to close the research-to-practice gap in special education.

Research to determine the effectiveness of educational practices for Students with Disabilities may be lack reliability because the need for specific methodologies that require large amounts of participants. Since the prevalence of certain disabilities may be low, it would be difficult to conduct the study effectively (Odom, Brantlinger, Gersten, Horner, Thompson, and Marris, 2005).

The questions asked in research studies to determine the effectiveness of special education practices cannot be simple (Odom, et al. 2005). There are specific considerations to include. The individual or group’s disabilities, age group, grade level, limitations, interests, language abilities and other factors such as the context must be considered in order to determine if the educational practice is effective. For example, a Varied Exceptionalities (VE) resource classroom may contain students with Specific Learning Disabilities (SLD), and Emotional and Behavioral Disability EBD). A particular program may have a different degree of effectiveness for one student than for the other. Therefore, the specialized instructional practices may be evidence-based, but should be evaluated differently according to the students it is meant to support.

Burns, M. K., & Ysseldyke, J. E. (2009). Reported Prevalence of Evidence-Based Instructional Practices in Special Education. Journal of Special Education, 43(1), 3–11.

Odom, S., Brantlinger, E., Gersten, R., Horner, R., Thompson, B., and Harris, K. (2005). Research in Special Education: Scientific Methods and Evidence-Based Practices. Council for Exceptional Children, 71(2), 137–148