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| The Use of Single-Subject Research Designs in Identifying Evidence-Based Practices |
| Sunday, May 24, 2009 |
| 10:30 AM–11:50 AM |
| North 122 BC |
| Area: EDC/AUT; Domain: Applied Behavior Analysis |
| Chair: David W. Test (UNC Charlotte) |
| Discussant: Timothy A. Slocum (Utah State University) |
| Abstract: There is a growing interest in classroom practices that have a strong scientific basis (often called evidence-based practices). Based on the assumption that the use of evidence-based practices will improve student outcomes, both IDEA and NCLB now require schools to use evidence-based practices. While a variety of sources for identifying and disseminating evidence-based practices have recently emerged, so far most ignore single subject research designs as a possible source of evidence. Therefore, the purpose of this symposium will be to describe two projects that have developed review systems for identifying evidence-based practices using single-subject research designs. This symposium will provide an overview of the issues and compromises involved in developing evidence-based practice guidelines using single-subject research designs, as well as current outcomes from the National Autism Center’s identification of evidence-based practices for students with autism and the National Secondary Transition Technical Assistance Center’s guidelines for identifying evidence-based practices for secondary transition. Participants will leave with knowledge of two systems that use single-subject research designs to identify evidence-based practices and examples of evidence-based practices in the areas of autism and secondary transition. |
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| Issues in Using Single-Subject Research to Identify Evidence-Based Practices in Autism |
| SUSAN WILCZYNSKI (National Autism Center) |
| Abstract: As the number of students with autism continues to grow, it is important that practitioners use evidence-based practices that will assist students in achieving successful in-school and post-school outcomes. This presentation will describe the process used to develop the Scientific Merit Rating Scale developed by the National Autism Center that uses single-subject research designs for identifying evidence-based practices in the field of autism. Participants will leave with an understanding of the issues surrounding the development of the Scale, variables used in the scale, and a preliminary list of evidence-based practices in autism education. |
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| Issues in Using Single-Subject Research to Identify Evidence-Based Practices in Secondary Transition |
| DAVID W. TEST (UNC Charlotte) |
| Abstract: Adult outcomes for students with disabilities continue to be dismal. As a result, educators need a set of evidence-based practices that can be implemented to improve the chances of postschool success for all students with disabilities. This presentation will describe the review process developed by the National Secondary Transition Technical Assistance Center (NSTTAC) that incorporates single-subject research designs into the system for identifying evidence-based practices in the field of secondary transition. Participants will leave with an understanding of the issues surrounding developing the NSTTAC evidence-based practices review criteria and variables used to identify evidence-based practices. |
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| From Research to Practice and Back Again |
| VALERIE MAZZOTTI (NSTTAC/UNC Charlotte), April L. Mustian (NSTTAC/UNC Charlotte) |
| Abstract: As evidence-based practices are identified, it is critical that the research-to-practice gap is bridged so that practitioners can have the most current knowledge of “what works”. This presentation will provide participants with examples of the products developed by the National Secondary Transition Technical Assistance Center to disseminate evidence-based secondary transition practices once they are identified, including Practice Descriptions and Research to Practice Lesson Plan Starters. Finally, participants will leave with a list of research studies needed to establish new evidence-based practices and upgrade existing evidence-based practices in the area of secondary transition. |
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