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Volumn 42, Issue 1, 2017, Pages 3-7

Evidence-Based Practices: The Complexities of Implementation

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EID: 85014426701     PISSN: 15407969     EISSN: 21692408     Source Type: Journal    
DOI: 10.1177/1540796916685050     Document Type: Review
Times cited : (9)

References (22)
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  • 2
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    • Curriculum guidelines for teaching profound and severely retarded students (I.Q. under 40) including those with physical handicaps
    • Bailey C., (1975). Curriculum guidelines for teaching profound and severely retarded students (I.Q. under 40) including those with physical handicaps. The American Association for the Education of the Severely/Profoundly Handicapped Review, 1 (1), 1-17.
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    • Bailey, C.1
  • 4
    • 64749085607 scopus 로고    scopus 로고
    • Reported prevalence of evidence-based instructional practices in special education
    • Burns M. K., Ysseldyke J. E., (2009). Reported prevalence of evidence-based instructional practices in special education. The Journal of Special Education, 43, 3-11. doi: 10.1177/0022466908315563
    • (2009) The Journal of Special Education , vol.43 , pp. 3-11
    • Burns, M.K.1    Ysseldyke, J.E.2
  • 5
    • 84879809807 scopus 로고    scopus 로고
    • Unraveling evidence-based practices in special education
    • Cook B. G., Cook S. C., (2011). Unraveling evidence-based practices in special education. The Journal of Special Education, 47, 71-82. doi: 10.1177/0022466911420877
    • (2011) The Journal of Special Education , vol.47 , pp. 71-82
    • Cook, B.G.1    Cook, S.C.2
  • 7
    • 13944278835 scopus 로고    scopus 로고
    • The use of single-subject research to identify evidence-based practice in special education
    • Horner R. H., Carr E. G., Halle J., McGee G., Odom S., Wolery M., (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165-180. doi: 10.1177/001440290507100203
    • (2005) Exceptional Children , vol.71 , pp. 165-180
    • Horner, R.H.1    Carr, E.G.2    Halle, J.3    McGee, G.4    Odom, S.5    Wolery, M.6
  • 10
    • 85014454040 scopus 로고    scopus 로고
    • The uses of qualitative research: Powerful methods to inform evidence-based practice in education
    • Kozleski E. B., (2017). The uses of qualitative research: Powerful methods to inform evidence-based practice in education. Research and Practice for Persons With Severe Disabilities, 43, 19-32. doi: 10.1177/1540796916683710
    • (2017) Research and Practice for Persons with Severe Disabilities , vol.43 , pp. 19-32
    • Kozleski, E.B.1
  • 11
    • 84925124695 scopus 로고    scopus 로고
    • The persistence of fad interventions in the face of negative scientific evidence: Facilitated communication for autism as a case example
    • Lilienfeld S. O., Marshall J., Todd J. T., Shane H. C., (2015). The persistence of fad interventions in the face of negative scientific evidence: Facilitated communication for autism as a case example. Evidence-Based Communication Assessment and Intervention, 8, 62-101. doi: 10.1080/17489539.2014.976332
    • (2015) Evidence-Based Communication Assessment and Intervention , vol.8 , pp. 62-101
    • Lilienfeld, S.O.1    Marshall, J.2    Todd, J.T.3    Shane, H.C.4
  • 15
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    • Research in special education: Scientific methods and evidence-based practices
    • No Child Left Behind Act of 2001, 20 U.S.C. § 6301 et seq. (2005). doi: 10.1177/001440290507100201
    • No Child Left Behind Act of 2001, 20 U.S.C. § 6301 et seq. (2006). Odom S. L., Brantlinger E., Gersten R., Horner R. H., Thompson B., Harris K. R., (2005). Research in special education: Scientific methods and evidence-based practices. Exceptional Children, 71, 137-148. doi: 10.1177/001440290507100201
    • (2006) Exceptional Children , vol.71 , pp. 137-148
    • Odom, S.L.1    Brantlinger, E.2    Gersten, R.3    Horner, R.H.4    Thompson, B.5    Harris, K.R.6
  • 16
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    • Liking values and science in social policy decision affecting citizens with severe disabilities
    • Meyer L. H., Peck C. A., Brown L., (Eds.), Baltimore, MD: Paul H. Brookes
    • Peck C. A., (1991). Liking values and science in social policy decision affecting citizens with severe disabilities. In Meyer L. H., Peck C. A., Brown L., (Eds.), Critical issues in the lives of people with severe disabilities (pp. 1-15). Baltimore, MD: Paul H. Brookes.
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    • Peck, C.A.1
  • 17
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    • Contributing meaning to research in developmental disabilities: Integrating participatory action and methodological rigor
    • Powers L. E., (2017). Contributing meaning to research in developmental disabilities: Integrating participatory action and methodological rigor. Research and Practice for Persons With Severe Disabilities, 43, 42-52. doi: 10.1177/1540796916686564.
    • (2017) Research and Practice for Persons with Severe Disabilities , vol.43 , pp. 42-52
    • Powers, L.E.1
  • 19
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    • Establishing the state of affairs for using evidence-based practices in students with severe disabilities
    • Spooner F., McKissick B. R., Knight V. F., (2017). Establishing the state of affairs for using evidence-based practices in students with severe disabilities. Research and Practice for Persons With Severe Disabilities, 43, 8-18. doi: 10.1177/1540796916684896
    • (2017) Research and Practice for Persons with Severe Disabilities , vol.43 , pp. 8-18
    • Spooner, F.1    McKissick, B.R.2    Knight, V.F.3
  • 21
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    • Evidence-based practice in special education and cultural adaptations: Challenges and implications for research
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    • Wang, M.1    Lam, Y.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.