Bridging the Gap Between
Research and Practice
Belva C. Collins
Victoria Knight
Ann Katherine Griffen
University of Kentucky
Reasons That
Teachers Need to be Researchers

To implement and evaluate evidence-based practices in applied
settings

To problem solve independently

To understand and critique the professional literature for
applications

To become leaders in their profession at all levels

To disseminate practices that work
How Personnel Preparation Programs Can
Facilitate Research in Practice

Require that students read and critique the professional literature

Facilitate a research culture early in the preparatory program

Assign literature reviews

Address empirical questions in class discussions

Teach research methodologies that can be applied in school and
community settings

Require field-based research projects to address practical questions
Examples of Research-Based Coursework at
the University of Kentucky
 Undergraduate
(and alternate certificate) courses
EDS 516 – Basic ABA course requiring behavioral program
 EDS 530 – Survey course requiring literature review
 EDS 549/550 – Application of evidence-based practices with
data collection

Examples of Research-Based Coursework at
the University of Kentucky
 Graduate
courses
EDS 633 – Single subject research design
 EDS 601 – Basic ABA course requiring publishable research
project
 EDS 603 – ABA course requiring publishable data-based
consultation
 EDS 630 – Course on evidence-based instructional practices
requiring publishable research project in applied setting

Examples of Research-Based Coursework at
the University of Kentucky
 Graduate
courses
EDS 631 – Course on evidence-based instructional practices
requiring publishable literature review
 EDS 632 – Field-based practica with options that include
literature reviews, behavioral/instructional research projects
and consultations
 EDS 634 – Leadership course that facilitates completion of
capstone research project in applied setting
 EDS 768 – Thesis research

Requirements for EDS 633: Single Subject
Research Design

Study guides

Quizzes

Research to Practice Lesson Plans

Evidence-based Practice Assignment (Paper for Doctoral
Students)
Examples from EDS 633: Single Subject
Research Design
Example #1: Procedures
Using class wide peer tutoring to increase academic
performance in children with ADHD-like behaviors
Example #2: Data Collection
Data Recording Sheet Used to Monitor the Occurrence of
Social Communicative Skills
Requirements for EDS 601: Applied
Behavior Analysis

Study guides

Quizzes

SAFMEDS (Say All Fast Minute Every Day Shuffled)

Behavior change project

Behavior change presentation

Article Review (Doctoral students only)
Examples from EDS 601: Applied Behavior
Analysis
Example #1:

Self-monitoring of On-task behaviors Using the
MotivAider by a Middle School Student with an
Intellectual Disability
Example #2

The Effect of Video Modeling on Tooth Brushing in High
School Students with Down Syndrome
Requirements for EDS 603: Behavioral
Consultation in the schools

FBA-BIPs

Case Presentations

Teacher Intervention Plan

Information Sheet for Teachers and Behavior Specialists

Class Instruction
Examples from EDS 603: Behavioral
Consultation in the schools
Example #1:
Information Sheet for Teachers
Example #2:
Recommendations from a FBA-BIP



Access Reinforcement in the Environment:
Engaging the student in up and down
movements may also help to wake him up and
provide stimulation before sitting down at the
morning meeting table (Schaaf, 2011; Van Rie,
& Heflin, 2009)
Differential Reinforcement of Alternative
Behavior (DRA) Every instance should be met
with praise coupled with a reinforcer that has
been determined from a stimulus preference
assessment (Carr & Wilder, 2003; Wallace &
Najdowski, 2009).
Communication Board: The communication
could be used in more than one setting,
programmed with various requests and
comments to promote expression of
needs/wants and comments on activities
(Boutot et al., 2009).
Requirements for EDS 630:
Advanced Methods

Comprehensive exam

Discussion of refereed studies focused on evidence-based
practices in systematic instruction

Abstracts on additional refereed studies focusing on instruction

Investigation of instructional practice as evidence-based

Single subject applied study of an instructional strategy
Example from EDS 630:
Advanced Methods

Student project
Simultaneous prompting procedure
 Paragraph writing as chained task
 Middle school students with disabilities
 Inclusion of non-targeted information on grammar
 Multiple probe design across student
 Accepted for publication by Journal of Behavioral Education

Example from EDS 630:
Advanced Methods
Baseline
I ntervention
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Requirements for EDS 632: Field-based
Practica

Journal Article Abstracts

Instructional Programs

Reflection Assignments

Consultations

Presentations/Trainings

Advocacy
Examples from EDS 632: Field-based
Practica

Content Knowledge Application

Problem-Solving

Leadership

Mentoring

Research
Guidelines for Bridging the Gap from
Research to Practice

Make research an expectation

Require readings and discussion from refereed journals (including
those by student authors)

Teach single subject research methodologies

Teach that the questions drives the methodology

Continually generate research questions in lectures and discussion

Familiarize students early with IRB requirements
Guidelines for Bridging the Gap from
Research to Practice

Require data collection and a minimum of an AB design on all applied projects

Always give the option of applied research across coursework

Encourage critical analysis of hot topics in the field

Find opportunities for student to present their work

Provide mentoring opportunities for beginning researchers

Make publication and presentation a collaborative process

Get students excited about research!!!
Discussion
 How
do you prepare teachers to become lifelong active
consumers of research?
 How
do you encourage teachers to use best practices as
active consumers of research?
 How
do you prepare teachers with skills to problem solve
in their classrooms by conducting applied research?
 How
do you facilitate dissemination of applied research
conducted by classroom teachers?