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| Evidence-Based Education: Can We Get There from Here? |
| Saturday, September 6, 2008 |
| 9:00 AM–9:45 AM |
| Grand Ballroom B |
| Area: EDC; Domain: Synthesis |
| Instruction Level: Basic |
| CE Instructor: Ronnie Detrich, M.A. |
| RONNIE DETRICH (Wing Institute) |
 Dr. Ronnie Detrich is a Senior Fellow at the Wing Institute, a relatively new organization with the mission of promoting the use evidence-based practices in education. Prior to joining the Wing Institute, he was Clinical Director at Spectrum Center for almost 20 years. He has been providing behavioral services for children and youth since 1967. During that time he has served as a direct service provider as well as director of programs such as a statewide autism program in South Dakota and a residential treatment program for adjudicated adolescents in West Virginia. All of his work has been characterized by implementing programs that have an evidence base and data-based decision making. |
| Abstract: Recent federal policy has placed evidence-based interventions squarely in the middle of education policy. While this is encouraging, there are many issues that have to be resolved. The purpose of this paper is to review these issues and address the implications for behavior analysts. Among the issues to be considered are: What is meant by the term evidence-based? What constitutes evidence, and what is the process for validating interventions as evidence-based? How do we move beyond the identification of evidence-based interventions implementing them in usual educational settings? What role does progress monitoring play in evidence-based education? The field of behavior analysis has many points of overlap with the evidence-based education movement, but it is distinctly different from evidence-based practice. How behavior analysis responds to some of these differences will determine how well it fares in the evidence-based education movement. |
| Target Audience: Certified behavior analysts and licensed psychologists |
| Learning Objectives: N/A |
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