Evidence-Based Practices in Special Education
______________________________________
A LITERATURE REVIEW
Presented to
TYRONE O. GIL Jr.
LEYTE NORMAL UNIVERSITY – GRADUATE SCHOOL
Tacloban City
_______________________________________
In Partial Fulfillment
of the Requirements for the Subject
SPED 503: Trends and Issues in Special Education
________________________________________
Jennifer L. Cañeda
Clarisse O. Del Valle
Theresa Jane I. Ho
Gervine S. Peñala
-2023-
Evidence-Based Practices in Special Education
I.
Introduction
Cook, Smith, and Tankersley (2012) describe evidence-based practices (EBP) as
methods that have been proved by high-quality researchers to be successful in improving
student outcomes. Simply said, EBPs are practices that are supported by a large body
of high-quality evidence and have had a beneficial impact on pupils. In education,
evidence-based practices are the same. They are supported by rigorous, high-quality
research, have been duplicated with positive results, and have an impact on student
outcomes. EBPs remove the guesswork from teaching by delivering targeted approaches
and programs that improve student achievement. When you can't figure out how to help
your pupil develop, it's frustrating. You try one thing, then another, and another, but none
of them work for your student. EBPs have been shown to improve student performance
and can make choosing and implementing an effective practice less difficult.
Over the last decade, research on evidence-based practices (EBP) in special
education has evolved from identifying effective interventions to investigating factors that
inhibit implementation in the classroom. Common implementation hurdles include a lack
of training and resources, a lack of collaboration between academics and practitioners,
and a mismatch between the intervention and the environment. These impediments are
commonly mentioned in the literature in regard to the gap between research and practice.
Although the barriers stated in the research are valid, stakeholders should investigate this
issue from various angles and evaluate difficulties that are not commonly discussed.
In the United States of America, EBPs were enshrined in the No Child Left Behind
Act (NCLB, 2002) and the Individuals with Disabilities Education Act (IDEA, 2004). The
Council for Exceptional Children pledged in 2013 to commit to EBPs for the education of
students with disabilities (Cook et al., 2014). Despite this, EBPs are not mentioned in
Taiwan's revised Special Education Act of 2020. To ensure the learning quality of students
with disabilities, government legislation encourages special education teachers to use
scientifically sound pedagogies (TDE, 2008).
Proponents of EBPs frequently base their arguments on scientific methodologies
that are inherently post/positivism-based. It presumes that truth can be discovered or
attained if researchers use objective and scientific techniques (Creswell & Creswell,
2017). In certain ways, EBPs exist in educational contexts and could be recorded using
rigorous designs and empirical data (Cook & Cook, 2011). Nonetheless, scientific
limitations have received insufficient attention in EBP research practice. Actually,
philosophers of science, particularly in the twentieth century (e.g., Popper, Khun,
Felerband), intensely questioned the definition of science as well as the limitations of
empirical induction and deductive approaches (Bird, 2018; Preston, 2016; Thornton,
2021). The statistical probability and the difficulties of proceeding with random selection
and assignment may compound the constraints of scientific procedures. Furthermore,
there is widespread worry in the medical and therapeutic areas about over-reliance on
evidence, which may jeopardize practitioners' experiences and competence. However,
these are rarely considered when researching EBPs.
Research Questions:
The research sought the following questions;
1. What is the current evidence on the effectiveness of inclusive education
practices for students with disabilities?
2. What are the factors that influence the successful implementation of evidencebased practices in special education classrooms?
3. How do evidence-based behavior management strategies contribute to the
social and emotional development of students with emotional and behavioral disorders?
II.
Methodology:
To select and analyze the literature in Evidence-Based Practices in Special
Education, a systematic and rigorous methodology is typically followed. The methodology
includes several steps that help ensure the research is comprehensive, reliable, and
relevant. Here's a brief overview of the methodology:
1. Topic Selection: The topic or research question for the literature review is identified.
This could be a broad topic such as "evidence-based practices in special
education" or a more specific question within the field.
2. Search Strategy: A search strategy is developed to identify relevant literature. This
typically involves searching electronic databases (e.g., PubMed, ERIC) using a
combination of specific keywords and inclusion/exclusion criteria. The search
strategy is designed to maximize the likelihood of finding all relevant published
studies on the topic.
3. Screening and Selection: The initial search results are screened based on their
titles and abstracts. Studies that meet the inclusion criteria are further evaluated
by reading the full-text. Inclusion criteria may include factors such as publication
date, study design, target population (e.g., specific disability), and intervention
type.
4. Data Extraction: Relevant data from the selected studies are extracted and
organized. This could include information such as study design, sample
characteristics, intervention details, outcome measures, and key findings. Data
extraction forms or tables are commonly used to maintain consistency and ensure
that all relevant information is captured.
5. Quality Assessment: The quality of each selected study is assessed using
appropriate tools or criteria. This step aims to evaluate the internal validity,
reliability, and generalizability of the research. Common quality assessment tools
in special education may include the What Works Clearinghouse standards or the
Downs and Black checklist.
6. Data Synthesis and Analysis: The data extracted from the selected studies are
synthesized and analyzed. This can involve qualitative or quantitative techniques,
depending on the nature of the included studies and research question. Common
methods of analysis include narrative synthesis, meta-analysis, or statistical
modeling.
7. Results and Conclusions: The findings from the literature review are summarized
and presented. These may include key trends, patterns, or themes observed
across the selected studies. Conclusions are drawn based on the strength of the
evidence and the research question being addressed.
8. Reporting and Publication: The final step involves writing a comprehensive
literature review report that includes all relevant details of the methodology, results,
and conclusions. This report may be published in academic journals or shared
through other professional channels.
Overall, the methodology used to select and analyze literature in Evidence-Based
Practices in Special Education ensures that a comprehensive and evidence-based
perspective is achieved.
III.
Review of Literature
Evidence-based practices are determined through scientifically based research,
which involves rigorous, systematic, and objective procedures to obtain reliable and valid
knowledge relevant to education activities and programs. To determine whether a practice
is evidence-based, researchers must demonstrate experimental control, which involves
systematically comparing the outcomes of a group who use the practice against a
comparison group who does not use the practice or systematically comparing individuals'
performance with the practice in place against their performance when it is not used.
This type of research design provides the greatest confidence that an instructional
practice causes improved student outcomes. The Individuals with Disabilities Education
Act and the No Child Left Behind Act emphasize the importance of evidence-based
practices in special education. These practices are based on the findings of multiple, highquality, experimental research studies. Prioritizing evidence-based practices allows
teachers to maximize the impact of their instructional efforts. Many teachers prioritize
effective instruction and work within constraints, such as limited resources and variability
in student characteristics.
However, the term "best practice" has become a ubiquitous term, referring to
various approaches that have been proven effective. The No Child Left Behind Act of
2001 emphasizes "proven education methods," emphasizing educational programs and
practices that have been proven effective through rigorous scientific research. The
Individuals with Disabilities Education Improvement Act of 2004 emphasizes the need for
teachers to be trained in scientifically based instructional practices to improve the
academic and functional performance of students with disabilities.
However, the gap between research evidence and classroom practice persists in
both general and special education. Criteria and standards for determining evidencebased practices have been developed and applied in other fields, such as general
education, school psychology, psychology, and medicine. The Council for Exceptional
Children (CEC) is developing standards for evidence-based practices in special
education, but the field has yet to establish an inventory of EBPs. Understanding the
definition and definition of evidence-based practices can help teachers hold these
practices in high regard and incorporate them into their daily teaching routines.
Experimental control can be achieved through group experiments, quasiexperiments, single-subject research, and derivations of these research designs. These
designs allow for confidently concluding that the use of a practice causes changes in
student outcomes. Experimental research is unique in that it demonstrates experimental
control and can reliably determine whether a practice is effective for improving student
outcomes. The What Works Clearing house and the National Association of School
Psychologists consider only experimental research in determining which practices are
evidence-based for general education and school psychologists, respectively.
However, basing decisions on the findings of research designs that exhibit
experimental control does not imply that these research designs are better or that other
research designs should be considered less important. Ultimately, determining evidencebased practices in special education requires a sufficient quantity of high-quality research
studies that demonstrate experimental control and show that student outcomes are
improved as a result of using the practice.
A practice is considered evidence-based if its research studies exhibit
experimental control and are of sufficient high quality for the results to be trustworthy.
Research conducted properly can be meaningless and misleading, as it cannot determine
whether the intervention or teacher caused the higher gains in the experimental group.
To ensure the validity of experimental research in special education, researchers have
proposed quality indicators for group experimental and single-subject research. Quantity
of research is crucial in determining whether a practice is evidence-based. Educational
research cannot provide absolute proof that an intervention is effective, but the findings
can either support or weaken the hypothesis that the intervention causes meaningful
changes in student outcomes. The more high-quality experimental studies supporting a
practice, the greater the confidence in its effectiveness. Intervention research in special
education takes place in schools and classrooms, involving contextual variables beyond
the researcher's control. Therefore, converging evidence from multiple high-quality
studies is needed to recognize a practice as evidence-based.
Gersten et al. and Horner et al. recommend the number and type of high-quality
group experimental and single-subject studies needed to consider a practice evidencebased. For a technique to be considered evidence-based on the basis of single-subject
research, the technique must be supported by a minimum of five high-quality singlesubject studies conducted by at least three different researchers in at least three different
locations and including a total of 20 participants. These standards have not yet been
widely applied or endorsed, but they are consistent with the notion that multiple highquality experimental studies are necessary for a practice to be deemed evidence-based.
Evidence-based practices are based on high-quality, experimental research that
examines the effectiveness of a practice and determines if sufficient evidence exists to
show that the practice causes improved learner outcomes. These practices are not
guaranteed to work for every student in every situation, and when implemented as
designed, they provide the highest likelihood of improving student outcomes. However,
they are not guaranteed to work for every student, and formative assessment is crucial
for identifying non-responders and modifying instruction as needed. Special educators
should remain flexible in their instructional approaches and seek out innovative practices
for some students who do not respond to EBPs.
The special education community does not unequivocally endorse any practices
as evidence-based, as no established procedures are in place to determine EBPs in
special education. However, teachers should prioritize evidence-based practices
whenever possible and use non-EBPs only in cases where no relevant EBPs have been
identified or progress monitoring indicates that all relevant EBPs did not produce
appropriate outcomes. When implementing non-EBPs, teachers should closely monitor
student outcomes to determine if the student is making adequate progress toward
reaching their goal and, if not, to quickly identify when a change in instruction is needed.
Evidence-based practices (EBPs) in special education are an instructional
technique supported by reliable research demonstrating that they are highly likely to
meaningfully improve outcomes for students with disabilities. However, implementing
EBPs may require many teachers to change their instructional routines and adopt new
techniques, which may be difficult for many teachers. To ensure successful
implementation, teachers must have ongoing professional development, feedback on
implementation, collaborative support of others implementing the practice, and student
outcome data to assess and demonstrate the impact of the practice. Stakeholders have
critical roles to play in implementing EBPs, such as universities should base teacher
training on EBPs rather than providing mixed messages about best practices.
Researchers must also conduct more high-quality, experimental research investigating
the effectiveness of instructional practices for students with disabilities and synthesize
existing experimental studies to determine whether there is sufficient evidence to consider
practices evidence-based.
Evidence-based practices are not guaranteed to work for every student, and
teachers will not be limited to using only evidence-based practices but should prioritize
evidence-based practices to maximize student outcomes. Adopting and sustaining the
implementation of EBPs will require teachers' professional wisdom and systematic
supports. Rather than limiting teacher freedom and effectiveness, EBPs can provide a
liberating framework that enables teachers to maximize their students' achievement.
However, special educators will need to be quick thinking and innovative as they
implement EBPs, adapting EBPs to their own instructional strengths, environmental
demands, and unique needs without compromising the core elements of the practices
that make them effective. Utilizing EBPs will not alter the essential roles and functions of
special education teachers, but it can allow them to maximize the impact of their efforts
on student outcomes.
EBPs are evidence-based practices that are supported by multiple, high-quality
studies that demonstrate meaningful effects on student outcomes. These practices are
identified by applying specific criteria to the empirical literature on a practice, often
referred to as an evidence-based review. Research design, quality of research, quantity
of research, and magnitude of effect of supporting studies are fundamental for
determining EBPs. Special educators should consider group experimental, group
quasiexperimental, and single-subject research studies when determining EBPs. These
types of research are unique in that they address whether the independent variable (e.g.,
an instructional practice) causes change in the dependent variable(s). Quality of research
studies is another crucial aspect of EBPs. In special education, high and acceptable
quality group experimental and quasiexperimental studies must meet 9 of 10 proposed
essential quality indicators, while single-subject research studies must address all 21
proposed quality indicators. Quantity of research studies is a gradual process, and
confidence in research findings is strengthened as findings from multiple studies
converge. EBPs tend not to be identified on the basis of a single study but instead require
multiple high-quality studies of appropriate design to show that a practice reliably
improves student outcomes. Some approaches for identifying EBPs also specify a
maximum number of studies showing a negative or indeterminate effect of a practice for
it to be considered an EBP. For example, the What Works Clearinghouse (WWC) required
that practices with positive effects can have no acceptable quality studies demonstrating
negative effects.
EBPs (empirical behavior modification) are practices that have robustly positive,
socially valid effects on student outcomes. To be considered an EBP, a practice must have
a weighted effect size significantly greater than zero across high and adequate quality
studies. For single-subject research in special education, Horner et al. (2005) proposed
that all high-quality, single-subject research studies demonstrate that the magnitude of
change in student outcomes as a result of the intervention is socially important. To foster
a collective understanding of EBPs and appreciation of their potential for improving
student outcomes, educators should exercise caution when referring to practices as
EBPs. The term EBP should only denote practices supported by research studies that
meet pre-scribed standards in a field regarding research design, quality, quantity, and
magnitude of effect.
Educators often fail to distinguish EBPs from related terms, such as researchbased practice, best practice, and recommended practice, which can lead to confusion
and disillusionment regarding EBPs. Research-based practice can describe practices
that range from being supported by robust, rigorous research bases to those supported
by meager and flawed research bases. However, the research supporting many researchbased practices often is not as robust as the term seems to imply. To avoid confusion,
researchers should provide a brief description of the research support for the practice,
such as being supported by two high-quality, quasi-experimental research studies with an
average effect size of d = 0.50. Organizations can specify criteria for the amount and type
of research required to consider a practice research-based.
Best and recommended practices (BBPs) are essential in education to integrate
research and improve practice. These practices have no commonly agreed-on criteria,
making it difficult to distinguish between them. Most practices supported by research are
promoted as best or recommended, and they may be deemed best or recommended
based on their research support. However, educators have referred to practices as best
and recommended due to tradition, expert opinion, theory, and moral values, regardless
of whether they are validated empirically.
Evidence-based practices (EBPs) have distinct characteristics, such as design of
supporting research studies, quality of supporting research studies, and the quantity of
supporting research studies. EBPs must feature replicable instructional behaviors that
are concretely defined, and operationally defined instructional procedures are necessary
for schools to discern which research studies to include and exclude from evidence-based
reviews. Behaviorism is not an appropriate topic for an evidence-based review because
it cannot be operationalized as a discrete set of instructional procedures. Defining
parameters of a practice provides clear guidance to reviewers on what research studies
to include in evidence-based reviews and provides important information for practitioners
about the relevance and application of EBPs. For example, identifying a practice as an
EBP generally is not particularly useful, as it raises the question of evidence-based for
whom, what, and where.
EBPs (evidence-based practices) are a type of educational approach that can be
broadly categorized into macro and micro programs. In general education, macro EBPs
provide a clear framework for program implementation, while micro EBPs, such as
repeated reading and self-regulated strategy development, offer flexibility in
implementation. However, these micro practices may introduce conditions that differ
meaningfully from the contexts in which the practice was validated, potentially negatively
impacting their effectiveness. EBPs can be used in two different ways: as an action or as
specific practices that have been validated as effective by meeting prescribed standards
or guidelines. To avoid confusion, educators should use "evidence-based education" to
describe the broader process of evidence-based decision making, rather than EBP.
EBPs are not a panacea for all educational approaches, as they are not
guaranteed to work for everyone, difficult to implement on a broad scale, and not the only
consideration in instructional decision making. Non-responders exist for even the most
effective interventions, and educators cannot have abject faith that an EBP will work for
every individual student. To ensure the effectiveness of EBPs, educators should
systematically monitor the impact of their instruction on student outcomes using
procedures such as progress monitoring.
Implementation of evidence-based practices (EBPs) is a complex and challenging
process that requires multiple stakeholders. Identifying and understanding EBPs are
important initial steps, but implementing them with fidelity and over time requires more.
Educational practitioners are often expected to use a "train and hope" approach, which
has been shown to be largely ineffective. Fixsen et al.'s cross-disciplinary review of 377
sources on implementation factors supports high-fidelity implementation of EBPs by
instituting six core components: staff selection, preservice and in-service training, ongoing
consultation and coaching, evaluation, facilitative administrative support, and systems
interventions. Most generally, Fixsen et al. advocated switching from a personnelcentered approach to a practice-centered approach to facilitate the implementation of
EBPs.
Additional factors in effective instruction include practical wisdom and common
sense when making instructional decisions. Just because a practice is identified as an
EBP does not necessarily mean that it should be implemented in a particular situation.
Teachers may be justified in implementing practices that have not been identified as
EBPs, as factors such as law or policy mandates, community and professional values,
personal teaching styles, and individual learner histories may take precedence over EBP
status when making instructional decisions.
When multiple EBPs have been identified for a targeted outcome, educators
should prioritize EBPs according to the best fit for their needs. For example, if one EBP
has been shown to improve on-task behavior of elementary-age students but requires
time and expertise, the second EBP is the best fit and should be selected. Among EBPs
with similar levels of fit, educators should target the EBP with the greatest effect size and
prioritize EBPs according to the level of evidence.
Evidence-based practices (EBPs) are being identified using different procedures
and standards, which is significant because the import of an EBP is derived from the
particular standards and parameters applied in the evidence-based review. Standards for
EBPs generally include criteria related to research design, methodological quality,
quantity of supporting research, and magnitude of effect size. However, there are
reasonable differences of opinion among stakeholders as to how much and what type of
research support is necessary to consider a practice evidence-based.
Recent educational reforms and legislation have stressed the importance of
scientific research in determining what works and making instructional decisions. EBPs
have been introduced to identify practices shown to be effective not just by any research
but by a number of high-quality studies that utilize research designs establishing causality
and that demonstrate meaningful effects on student outcomes.
To facilitate clear understanding and communication related to EBPs, educators
should define EBPs, differentiate them from other associated terms, discuss potentially
confusing aspects of EBPs, and highlight related caveats. Fulfilling EBPs' potential to
broadly improve students' outcomes will require much more than clear understanding and
careful use of terminology.
IV.
Discussion and Analysis
Integration of Findings
The combined findings from different studies really dive into evidence-based
methods in education, especially when it comes to special education. As we go through
the different aspects talked about, we can see a clear focus on strong research, realworld proof, and well-planned implementation. The idea of keeping experiments
controlled and the need for top-notch research to prove cause-and-effect are big themes
that keep popping up in these studies.
All this points out how important it is to use evidence-based methods to make
students do better. The connection between research results and how we teach keeps
coming up, showing how crucial it is to make smart choices. All of this together drives
home the idea that our teaching methods should really be backed up by solid proof to
work as best as they can.
Theoretical Framework
The findings line up well with what experts in education and research have been
talking about. Choosing based on evidence goes hand in hand with the principles of
empiricism and empirical research, which are the foundation of the scientific method. The
stress on controlling experiments, carrying out thorough evaluations, and blending
research results matches up with the principles of research synthesis and using evidencebased methods. And when they discuss the struggles of putting things into action and the
ongoing need for support, it connects with the ideas from implementation science. This
all demonstrates how various factors interact when we bring research into practice.
Implications:
The literature's findings have a lot of different angles to consider. On a practical
level, educators are being encouraged to give priority to practices that have strong
research backing. This means that the ways they teach should be based on actual
evidence, which could lead to students doing better. Also, the focus on always getting
better through ongoing learning and careful assessment means that educators need to
keep adjusting their methods based on what's happening in the real world.
From a bigger picture point of view, the laws and policies are pushing for practices
that are backed up by evidence. This shows a move toward making decisions in education
based on real proof. This lines up with what's going on more broadly in education, where
they're really pushing for methods that have been proven to help students do well. This
also means it's really important to do top-notch research to make sure the methods we're
using are really working. The idea that we need evidence from lots of studies points to
the fact that the research community should be working together more to build a strong
base for what we do in education.
Strengths and Limitations
The process of reviewing the literature and analyzing the data has a bunch of
strong points. It does a great job of putting together info from lots of places, so we get a
clear and full picture of how evidence-based methods are used in education. It's also cool
that they mention big-name researchers and established frameworks, which makes the
analysis more trustworthy. Breaking things down step by step, covering everything from
what things mean to the problems with actually using these methods, helps us really get
what's going on. But, there are some downsides too. It's mostly just based on theories,
and they don't give us many real-life examples or practical stories about how these
methods are actually used. And even though they talk about the gap between what
research says and what teachers do, it would be great if they gave us more ideas about
how to actually close that gap and make these methods work better in real classrooms.
Recommendations
V.
Based on the Literature review, the following are suggested:
Practical Recommendations:
Offer various modes of instruction and assessment, providing additional resources
or support, and adapting content and materials that can accommodate diverse
learning needs in the classroom. Encourage peer interaction and collaboration in
the classroom to improve social skills, academic engagement, and overall wellbeing for students with special needs.
Policy Recommendations:
Advocate for policies and funding that prioritize EBP in special education. Ensure
that funding is directed towards professional development, resources, and
interventions.
Research Recommendations:
Conduct comparative studies to identify the most effective EBP for different types
of disabilities and diverse students.
VI.


Conclusion
Summary: Summarize the main findings and key points discussed in the
literature review.
Closing Thoughts: Conclude with a closing statement or thoughts on the topic.
VII. References
List all the references cited in the literature review following the appropriate citation style
for APA 7th Edition