|
| Evidence-Based Practice in Practice |
| Monday, May 31, 2010 |
| 2:00 PM–3:20 PM |
| Texas Ballroom Salon E (Grand Hyatt) |
| Area: EDC; Domain: Applied Behavior Analysis |
| Chair: David W. Test (University of North Carolina, Charlotte) |
| Discussant: Timothy A. Slocum (Utah State University) |
| Abstract: The value of using evidence-based practices to guide program development and implementation is illustrated through No Child Left Behind (2001) and Individuals with Disabilities Education Improvement Act (2004), which mandate the use of “scientifically-based research” practices by schools and practitioners. While a variety of sources have identified and disseminated information about evidence-based practices, the adoption of evidence-based instructional practices is inconsistent, and practitioners do not necessarily have information to make informed choices regarding the use of evidence-based practices. The purpose of this presentation will be to provide strategies to help professionals adopt and use evidence-based practices in their daily practice. The presentation will focus on three areas: evidence-based practices, professional judgment, and students’ needs and values. Participants will leave with (a) list of evidence-based practices and predictors in secondary transition, (b) examples of using these practices and predictors to guide instruction and program development, and (c) strategies to help guide professional judgment in adopting and using evidence-based practices in daily practice. |
| |
| A Framework for Identifying Evidence-Based Practices |
| DAVID W. TEST (University of North Carolina at Charlotte) |
| Abstract: As evidence-based practices are being identified and disseminated, it is critical to bridge the research-to-practice gap to allow practitioners to have the most current knowledge of “what works”. By understanding evidence-based practice and practices, professionals will have the ability to make informed choices about instructional practices for students with disabilities. This presentation will provide participants with information to differentiate between an evidence-based practice and evidence-based practices. Additionally, participants will be provided a framework to help guide instructional decision making in the secondary transition planning process. The framework will provide the basis to allow practitioners to select, individualize, and adapt evidence-based interventions for secondary students with disabilities. Finally, a list of evidence-based practices identified by the National Secondary Transition Technical Assistance Center will be provided. |
| |
| Applying Secondary Transition Evidence-Based Practices and Predictors |
| APRIL L. MUSTIAN (NSTTAC) |
| Abstract: Although No Child Left Behind (2001) and The Individuals with Disabilities Education Act (2004) mandate the use of “scientifically-based research” practices, it is rare that school systems, schools, and practitioners have the information to adopt and make informed choices regarding the use of evidence-based practices. This presentation will provide participants with (a) evidence-based resources developed by the National Secondary Transition Technical Assistance Center, and (b) examples of how to use the evidence-based practices and resources to develop IEP goals/objectives and support skill development of secondary students with disabilities. Additionally, participants will be provided with a list of 16 evidence-based predictors of post-school success to assist school districts and schools in developing, expanding, and evaluating secondary transition programs. |
| |
| Using Professional Judgment to Guide Practice |
| VALERIE L. MAZZOTTI (NSTTAC) |
| Abstract: Professional judgment is a necessary component in the decision-making process when determining what evidence-based practices should be implemented with students with disabilities. As a result, it becomes extremely important for practitioners to have a process to follow to help them use their professional judgment because there are not enough evidence-based practices to guide all instruction for secondary students with disabilities. This presentation will provide participants with: (a) broad definitions of evidence-based, research-based, promising, and emerging practices; and (b) two rating scales to help guide practitioners’ decision-making process regarding evidence-based instruction and curriculum for secondary students with disabilities. |
|
| |