With the ever-evolving requirements across industries, it is vital to ensure that students receive the most effective instructions to make them stand out. Educators, school leaders, and policymakers are increasingly turning to evidence-based practices (EBPs) to provide research-backed strategies for improving student outcomes, particularly for those with special needs.
This blog explores the foundation of EBPs, their significance in special education, and the steps educators can take to implement them effectively.
What are Evidence-Based Practices (EBPs)?
Evidence-based practices (EBPs) are teaching methods, interventions, and strategies that are supported by rigorous research and proven to be effective. In education, EBPs are critical because they allow educators to make informed decisions based on the best available evidence. These practices go beyond anecdotal success stories or traditional methods passed down over the years—they are grounded in high-quality research and data that demonstrates their effectiveness across diverse populations of students.
In special education, the importance of using evidence-based practices is even more pronounced. Students with disabilities often have unique learning needs that require targeted, individualized interventions. Without the use of scientifically backed methods, educators risk using ineffective strategies that can delay student progress. By applying EBPs, teachers can tailor their instruction to meet the specific needs of their students, ensuring more consistent academic growth and improved outcomes.
Comparison with Traditional Teaching Methods
In many classrooms, traditional teaching methods have been employed for decades. These can include strategies like lecturing, rote memorization, or using textbooks that may not have been updated in years. While these methods might work for some students, they are not universally effective, especially in special education settings where students with diverse learning needs require more specialized approaches.
Evidence-based practices in special education differ from traditional methods in that they are specifically designed and tested for effectiveness with students with disabilities. For example, while a traditional method might rely on whole-class instruction, an EBP could involve differentiated instruction where content is adjusted for individual learning levels. Another example might be replacing lecture-heavy instruction with interactive, multi-sensory approaches that have been proven to work for students with specific disabilities like dyslexia or ADHD.
By shifting the focus from tradition to evidence, educators are better positioned to deliver the kind of targeted, impactful instruction that meets the needs of all learners.
Foundations of Evidence Based Practices
Research and Studies
The foundation of any evidence-based practice is high-quality research. EBPs are typically developed through rigorous studies that involve control groups, randomized trials, and long-term data collection. This scientific approach ensures that the results are reliable and applicable in real-world classroom settings.
To determine whether a teaching method qualifies as an EBP, researchers look for several key criteria:
- Rigorous methodology: The practice must have been tested using methods like randomized control trials or quasi-experimental designs.
- Replicability: The practice should show consistent positive outcomes when applied in various settings and with different populations.
- Peer-reviewed research: The findings should be published in credible, peer-reviewed journals, ensuring that they have been vetted by other experts in the field.
Clarifying Terminology
It’s important to distinguish between evidence-based practices, effective practices, and best practices, as these terms are often used interchangeably but have distinct meanings:
- Evidence-based practices (EBPs): These are strategies backed by high-quality research demonstrating their effectiveness.
- Effective practices: These may include teaching methods that have shown positive results but lack the rigorous research base required to be considered EBPs.
- Best practices: This term refers to teaching strategies that are commonly accepted as effective based on expert opinion or consensus, though they may not necessarily be supported by rigorous research.
For educators, the focus should be on using EBPs whenever possible, as these practices have the strongest evidence supporting their effectiveness, particularly when working with students with disabilities.
EBPs in Special Education
Impact on Students with Disabilities
The use of evidence-based practices in special education is crucial because students with disabilities often require more tailored and individualized approaches to learning. When EBPs are implemented, these students are more likely to experience academic success, improved behavior, and better social outcomes. Research has shown that using scientifically backed interventions can close achievement gaps and provide equitable learning opportunities for students with a wide range of disabilities.
For example, students with autism may benefit from Applied Behavior Analysis (ABA), an EBP that uses reinforcement strategies to improve communication and social skills. Students with dyslexia, on the other hand, might see significant improvement with Orton-Gillingham-based approaches, which focus on multi-sensory phonics instruction.
Strategies and Interventions
There are numerous evidence-based strategies and interventions designed specifically for students with disabilities. Some commonly used EBPs in special education include:
- Direct Instruction: A structured, teacher-led approach that is highly effective for students with learning disabilities.
- Peer-mediated Instruction and Intervention (PMII): Involves peers in the learning process, which has been shown to improve social skills and academic performance, especially for students with autism.
- Functional Behavior Assessments (FBA): A process for identifying the reasons behind challenging behaviors and implementing interventions to address them.
- Visual Supports: For students with communication challenges, using visual schedules, cue cards, and other aids can significantly enhance learning.
Each of these strategies is backed by research demonstrating their effectiveness in improving learning outcomes for students with disabilities.
Least Restrictive Environment (LRE)
The concept of the Least Restrictive Environment (LRE) is central to special education. The LRE mandate requires that students with disabilities be educated alongside their non-disabled peers to the greatest extent possible. Evidence-based practices play a critical role in achieving this, as they allow educators to implement strategies that enable students to succeed in more inclusive settings. By using EBPs, teachers can better support students with disabilities in general education classrooms, reducing the need for separate or specialized instruction.
Identifying and Implementing EBPs
Steps for Implementation
Implementing evidence-based practices in education, particularly in special education, requires careful planning and consideration. Below are the key steps involved in determining and selecting the right EBPs:
- Identifying needs: The first step is to assess the needs of the student population. This could involve analyzing academic performance, behavior, or social skills.
- Conducting literature reviews: Once the needs are identified, educators should review existing research to find practices that address these needs. The What Works Clearinghouse and similar databases are valuable resources for locating EBPs.
- Evaluating evidence and selecting practices: Not all research is created equal. Educators must critically evaluate the quality of the studies supporting the practice to ensure they meet the necessary criteria for being considered evidence-based.
- Implementation strategies: After selecting an EBP, educators need to develop a plan for how the practice will be implemented. This could involve creating lesson plans, setting goals, and ensuring that staff members are trained in the new approach.
- Ongoing assessment and adjustment: The effectiveness of EBPs should be continually monitored. If a practice is not yielding the desired results, adjustments should be made, whether that involves tweaking the implementation or selecting a different strategy.
Role of Technology and Teacher Preparation in EBPs
Instructional Technologies
The integration of technology into education has opened up new possibilities for applying evidence-based practices in special education. Assistive technologies, such as text-to-speech software and communication devices, have been shown to improve access to education for students with disabilities. Furthermore, technology-based platforms that offer data collection and analysis make it easier for educators to track the progress of EBPs and make data-driven decisions.
Teacher Training
For evidence-based practices to be effective, teachers must be adequately trained in how to implement them. Professional development programs focusing on EBPs are essential for ensuring that educators have the knowledge and skills they need to apply these practices effectively. Teacher preparation programs should also emphasize EBPs, equipping future educators with the tools they need to succeed from the start of their careers.
Examples of EBPs in Action
Case Studies for Evidence Based Practices in Action
Evidence-based practices (EBPs) in education can be implemented across different levels of intervention to meet the needs of all students, including those requiring more targeted or intensive support. These interventions are often structured into a multi-tiered system of support (MTSS), which allows for differentiated teaching strategies based on the varying needs of students. Below, we explore how EBPs are applied across the three main tiers: Universal (Tier 1), Targeted (Tier 2), and Intensive (Tier 3).
Universal (Tier 1)
Tier 1 interventions are designed to benefit the entire student population, providing a foundation for success in general education classrooms. At this level, EBPs like Positive Behavioral Interventions and Supports (PBIS) are widely used. PBIS is a school-wide approach that promotes positive behavior, reinforces expectations, and creates a supportive learning environment. It is an evidence-based practice proven to improve overall student behavior and reduce disciplinary actions. PBIS works by establishing clear behavioral expectations, teaching these behaviors to students, and reinforcing them consistently throughout the school day.
For example, a school might implement a PBIS framework where teachers reward students for following classroom rules, participating in discussions, and helping their peers. Over time, this approach fosters a positive school climate, with fewer disruptions and more time dedicated to learning. Research has shown that schools using PBIS see improvements in student behavior, which in turn leads to better academic outcomes and increased engagement.
Another Tier 1 EBP is Response to Intervention (RTI), which provides high-quality, differentiated instruction to all students and frequently monitors their progress. In this model, teachers deliver core instruction using evidence-based teaching strategies that are effective for the entire class, while identifying students who may need additional support.
Targeted (Tier 2)
In Tier 2, interventions become more focused and are typically provided to small groups of students who do not respond sufficiently to Tier 1 instruction. These students may show early signs of academic or behavioral challenges that require targeted interventions beyond what is offered at the whole-class level.
A common Tier 2 EBP is small-group instruction based on direct instruction methods, which is highly structured and teacher-directed. This approach is especially effective for students struggling with foundational skills in reading, math, or writing. Direct instruction involves clear, explicit teaching of concepts, often with scripted lessons that ensure consistency. Students in these groups receive more frequent feedback and opportunities for practice, helping them grasp concepts they may have missed during whole-class instruction.
For example, a reading intervention program might use phonics-based instruction for a group of students with reading difficulties. In these small groups, the teacher explicitly teaches phonemic awareness, letter-sound correspondence, and decoding strategies. The direct, systematic approach ensures that struggling readers receive the focused attention they need to catch up with their peers.
In terms of behavior, Check-in/Check-out (CICO) is an evidence-based strategy that is often employed in Tier 2. This intervention is designed for students who require additional behavioral support. Students check in with a designated adult at the start and end of the school day to review goals and receive feedback on their behavior. CICO has been shown to help students improve their self-regulation and behavior by providing consistent reinforcement and accountability.
Intensive (Tier 3)
Tier 3 interventions are the most intensive and individualized, aimed at students who have not responded adequately to Tier 1 and Tier 2 supports. These students often have significant academic or behavioral needs, and the interventions provided at this level are highly personalized and data-driven.
One example of an EBP used at Tier 3 is Functional Behavior Assessments (FBA), which are critical for students with persistent behavioral challenges. An FBA involves gathering detailed information about a student’s behavior, including the antecedents (what happens before the behavior), the behavior itself, and the consequences (what happens after the behavior). By understanding the function of the behavior (e.g., attention-seeking, avoidance, sensory needs), educators can design individualized interventions that address the underlying cause of the behavior.
Once the FBA is complete, the team may implement a Behavior Intervention Plan (BIP) that includes specific strategies to teach the student alternative, more appropriate behaviors. For example, if a student frequently disrupts class to avoid difficult tasks, the BIP might include teaching the student how to request help when needed instead of engaging in disruptive behaviors.
Another example of a Tier 3 intervention is the use of multi-sensory learning strategies for students with severe learning disabilities, such as dyslexia. Multi-sensory instruction involves engaging more than one sense at a time (e.g., visual, auditory, tactile) to help students process and retain information more effectively. Programs like the Orton-Gillingham approach, which is designed for students with reading difficulties, use multi-sensory techniques to teach phonics, decoding, and comprehension skills. This intensive, individualized instruction is often delivered one-on-one and is tailored to the specific needs of the student.
For students with autism or other developmental disorders, Applied Behavior Analysis (ABA) is a well-established evidence-based practice that is often implemented at Tier 3. ABA involves breaking down complex tasks into smaller, more manageable steps and using positive reinforcement to encourage desired behaviors. ABA can be highly individualized, focusing on teaching communication, social skills, and self-care in ways that are meaningful and motivating to the student.
Real-World Examples of EBPs in Action
Case Study: PBIS Implementation in an Urban Elementary School
In one urban elementary school, PBIS was implemented to address widespread behavioral issues that were disrupting the learning environment. The school established clear behavioral expectations for all students and created a reward system for positive behavior. Teachers received professional development on how to consistently reinforce these expectations. Over the course of a year, the school saw a 30% decrease in office referrals and a significant improvement in overall student engagement. Additionally, students with behavioral challenges were provided with Tier 2 interventions like small-group social skills training, resulting in further behavioral improvements.
Case Study: Direct Instruction for Struggling Readers
At a middle school serving a high population of students with learning disabilities, many students were significantly behind in reading. The school implemented a direct instruction reading program as part of its Tier 2 intervention. Small groups of students received daily, targeted instruction in phonics and reading comprehension. After several months, standardized test scores showed that the students receiving direct instruction had made significant gains in their reading levels, surpassing their peers who had not participated in the intervention.
Case Study: ABA for a Student with Autism
In a special education classroom, a student with autism was struggling with communication and engaging in self-injurious behavior. After conducting an FBA, the team determined that the student’s behavior was a way to avoid difficult social interactions. They implemented an ABA-based intervention that taught the student to use a picture exchange communication system (PECS) to request breaks or help when feeling overwhelmed. Over time, the student’s self-injurious behaviors decreased, and they began using the PECS system to communicate effectively with teachers and peers.
Integrating High-Leverage Practices (HLPs) and EBPs
Explanation of High-Leverage Practices
High-Leverage Practices (HLPs) are essential teaching strategies that have been shown to improve student outcomes across various contexts. They include practices like setting clear learning goals, providing feedback, and fostering inclusive learning environments. While HLPs are effective on their own, their impact is amplified when combined with EBPs, especially in special education.
Enhancing Teaching Effectiveness
When teachers integrate both HLPs and EBPs, they can create a more effective and supportive learning environment for students with disabilities. For example, combining explicit instruction (an EBP) with regular formative assessments (an HLP) can enhance student learning by providing immediate feedback and adjustments to the teaching process.
Resources and Support for Educators
Overview of Educational Resources
There are many resources available to support educators in implementing evidence-based practices, including:
- The CEEDAR Center, which offers tools and training on EBPs and HLPs.
- The What Works Clearinghouse, which provides a database of research on various evidence-based strategies.
- Professional development workshops, online courses, and educational literature that can help educators stay updated on the latest research and best practices.
Conclusion
Recap and Encouragement
Evidence-based practices in special education are essential for ensuring that students with disabilities receive the high-quality, individualized instruction they deserve. By relying on research-backed strategies, educators can provide more effective support, leading to better academic and social outcomes for all students. As the educational landscape continues to evolve, staying informed about new research and continuously refining teaching practices is key to ensuring that all students reach their full potential.
Educators are encouraged to remain lifelong learners, seeking out new EBPs and integrating them into their teaching to meet the diverse needs of their students. Through commitment and ongoing professional development, teachers can make a lasting, positive impact on the lives of students with disabilities.
It’s essential to have knowledgeable support to guide you through the process. K Altman Law specializes in educational law and is here to help you get through these complexities, ensuring you can focus on what truly matters—your education. Let us assist you in overcoming any obstacles you may encounter.
