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| Evidence-Based Practice Reviews: Behavioral Education Interventions |
| Saturday, May 24, 2008 |
| 2:30 PM–3:50 PM |
| Williford C |
| Area: EDC; Domain: Applied Research |
| Chair: Thomas S. Critchfield (Illinois State University) |
| Abstract: Common sense suggests that, in the societal movement toward emphasizing evidence-based practices (EBP), data-heavy behavioral approaches should fare exceptionally well. Do they? In order to operationalize what counts as evidence of intervention effectiveness, governmental agencies and other bodies have issued "standards of evidence" that rank the quality of empirical support provided by various kinds of research. How do behavioral approaches to education stack up against these standards? The first three authors each briefly describe a behavioral education practice and then review the supporting research in the context of commonly-referenced standards of evidence. The final presentation offers insights into the quest for recognition as an effective intervention based on the experiences of Direct Instruction, which has a particularly long and stormy history of profiting, and failing to profit, from empirical support. |
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| Classwide Peer Tutoring. |
| LAWRENCE J. MAHEADY (State University of New York, Fredonia) |
| Abstract: Classwide peer tutoring is briefly described as a behavioral educational intervention. The research evidence supporting this intervention then is summarized in the context of commonly-referenced standards of evidence. Conclusions focus on the status of this intervention as evidence-based and/or the implications of evidence standards for validating and disseminating behavioral educational interventions. |
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| Precision Teaching. |
| CHARLES T. MERBITZ (Chicago School of Professional Psychology), Nancy K. Merbitz (n/a) |
| Abstract: Precisio Teaching is briefly described as a behavioral educational intervention. The research evidence supporting this intervention then is summarized in the context of commonly-referenced standards of evidence. Conclusions focus on the status of this intervention as evidence-based and/or the implications of evidence standards for validating and disseminating behavioral educational interventions. |
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| Equivalence-Based Instruction. |
| THOMAS S. CRITCHFIELD (Illinois State University), Daniel Mark Fienup (Illinois State University) |
| Abstract: Instruction based on stimulus equivalence and other stimulus relations is briefly described as a behavioral educational intervention. The research evidence supporting this intervention then is summarized in the context of commonly-referenced standards of evidence. Conclusions focus on the status of this intervention as evidence-based and/or the implications of evidence standards for validating and disseminating behavioral educational interventions. |
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| If You're Not at the Table You're on the Menu: Lessons from Direct Instruction's Long and Difficult Dance with Evidence. |
| CATHY L. WATKINS (California State University, Stanislaus) |
| Abstract: For decades, Direct Instruction has been among the most data-driven approaches to teaching, but this has not always yielded the wide acceptance and dissemination that might be expected based on the values of the evidence-based practice movement. Reasons why evidence has not made Direct Instruction a practice of choice in mainstream Education, both historically and currently, are discussed as a cautionary tale for other behavioral approaches to education. Behavioral educators can be either victims or beneficiaries of the contemporary evidence-based culture, and I describe some proactive steps now being taken by the Direct Instruction community to accomplish the latter. |
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