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Direct linkTravers, Jason C. – Intervention in School and Clinic, 2017
Special education professionals are charged with using evidence-based practices, but various unproven, disproven, and pseudoscientific interventions continue to proliferate. Unproven and ineffective interventions emerge and are adopted for various reasons. Ineffective interventions are inevitably harmful and require professionals to adopt a…
Descriptors: Special Education, Evidence, Evidence Based Practice, Misconceptions
Leko, Melinda M.; Roberts, Carly; Peyton, David; Pua, Daisy – Intervention in School and Clinic, 2019
As the special education research community continues to identify new evidence-based practices (EBP), educators will need to make choices regarding which EBPs to implement. This article provides educators with practical guidelines for selecting EBPs that will improve outcomes for students with learning disabilities (LD), emotional and behavior…
Descriptors: Evidence Based Practice, Special Education, Students with Disabilities, Learning Disabilities
Chan, Paula E.; Konrad, Moira; Gonzalez, Viviana; Peters, Mary T.; Ressa, Virginia A. – Intervention in School and Clinic, 2014
Feedback provides a vehicle for integrating all components of formative instructional practices: clear learning targets, evidence of student learning, and student ownership in the process. Feedback is the keystone to formative instructional practices as it is one of the most powerful instructional tools available. This paper (a) describes the role…
Descriptors: Feedback (Response), Educational Practices, Role Perception, Instructional Innovation
McKenna, John W.; Flower, Andrea; Ciullo, Stephen – Intervention in School and Clinic, 2014
Teachers are responsible for using evidence-based practices to improve students' academic and behavioral outcomes. Although teachers have access to a variety of resources on evidence-based practices, poor implementation can adversely affect their effectiveness. However, an inadequate student response to intervention may also be the result of…
Descriptors: Fidelity, Program Improvement, Program Effectiveness, Program Evaluation
Chard, David J. – Intervention in School and Clinic, 2013
The majority of school districts implementing response to intervention use a systemwide, multitier model of delivery. This article describes the common features of multitier models and discusses the emerging evidence of their effectiveness. In addition, specific factors that schools should consider to enhance effective implementation of systemic,…
Descriptors: Response to Intervention, Evidence, Program Implementation, Program Effectiveness
