It’s important to remember that the implementation of evidence-based practices in special education has been shown to significantly improve outcomes for students with disabilities. According to the U.S. Department of Education, EBPs are “instructional strategies, interventions, or programs shown to have effectiveness supported by rigorous research.”
Below, a special education lawyer we will explore what evidence-based practices are, why they are important, and how they are applied within special education settings. Whether you’re a parent, teacher, or administrator trying to understand EBPs, they can provide the key in deciding with the best interest of students with disabilities.
What Are Evidence-Based Practices?
Evidence-based practices are instructional methods or interventions tested through scientific procedures to show positive outcomes for students. In the area of special education, EBPs focus on a variety of challenges that students with disabilities struggle with, including academic, behavioral, and social difficulties.
These practices are based on rigorous research; that is, they have been tested in multiple settings with different populations and have consistently proved effective. This research base distinguishes EBPs from other strategies that may be based on tradition, anecdote, or intuition rather than solid evidence.
Legal and Educational Significance
In this context, individuals with Disabilities Education Act (IDEA) addresses the use of evidence-based practices in special education. It mandates that students with disabilities must be provided services that, to the maximum extent, are based on peer-reviewed research.
It is made in the act to ensure that instructional methods used have proven to be effective and relevant for the individualized needs of the students.
Why Are Evidence-Based Practices Important?
Improving Student Outcomes
According to K Altman Law, the largest reason to utilize EBPs must be the fact that they have been proven to be effective in bringing improved outcomes for students. Be it increasing reading comprehension, enhancing social skills, or reducing disruptive behaviors, EBPs have managed to produce quantifiable improvements in students with disabilities.
Reliability And Consistency
The use of EBPs provides educators with reliable tools that they can apply consistently across different classrooms and students. This is particularly important in special education, where students often have the most unique and individualized needs. The use of EBPs also allows teachers some reassurance that, because the strategies are well tested, they are likely to work.
Accountability In Education
In addition, the use of EBPs leans toward increased accountability in education. Schools and educators are held liable for providing optimum education to all children, including those with disabilities. By relying on practices that have supporting research, schools can help ensure they have met their obligations under IDEA and provided high quality instruction.
Examples Of Evidence-Based Practices In Special Education
1. Direct Instruction
Direct Instruction (DI) is a teacher-directed method of teaching academic skills expeditiously and clearly. In this approach, tasks to be mastered are broken down into their component parts, sequenced together, based upon their complexity, and so that success at building one step ensures success in building another step.
It has been shown that DI especially helps students with learning disabilities by providing extensive repetition and scaffolding in mastering complex skills. The method reinforces the need for students to clearly understand one concept before moving on to the next, and this might largely influence learning outcomes.
2. Positive Behavioral Interventions and Supports (PBIS)
PBIS is a proactive approach to student behavioral management in that behavioral expectations are clearly taught to students, positive behaviors are recognized and rewarded with reinforcers, and consistent consequences exist for negative behaviors. Often, it is implemented school-wide and focuses on creating a positive, supportive environment for all students.
PBIS has resulted in such desired outcomes as a decrease in disciplinary actions, enhancement of the school climate, and increased academic performance. The focus on positive reinforcers rather than punishment is what PBIS uses to allow students to learn self-regulation skills and create a school environment characterized by a sense of belonging and mutual support.
3. Functional Behavior Assessment (FBA)
FBA is the scientific process for understanding what function or purpose a student derives from challenging behavior. Once one identifies the reasons for such behavior, it helps an educator design focused intervention strategies that deal with root causes, rather than mere symptoms.
FBA provides for the development of individual behavior plans tailored to suit the student’s needs. This has been very effective in bringing down problem behaviors, thereby enhancing the overall outcome of the students.
4. Peer-Mediated Instruction and Intervention (PMI)
PMII trains peers to assist in supporting the learning and socialization of students with disabilities. This may involve academic tutoring, cooperative learning groups, or peer modeling of social behaviors.
PMII involves taking advantage of the social influence of peers to motivate good behavior and academic engagement. PMII has been particularly effective with students with disabilities because it involves an added, albeit organic, layer of modeling and reinforcement from peers to help drive improvement not only in academics but also in the social domain.
5. Task Analysis
Task analysis refers to when you break down complex tasks into manageable steps. Each step is then taught separately, and the student learns to do the whole task on his own.
This method is particularly effective for those students who are either cognitively disabled or developmentally delayed. The instructional sequencing of the tasks enables an educator to have students who have such needs develop the necessary skills at an appropriate pace. Evidence has been provided to show that task analysis can be used for teaching a wide variety of skills, from simple academic tasks to daily living skills.
Evidence-Based Practices Implementation
1. Choosing The Right EBPs
First of all, practices most appropriate for addressing the needs of the student are identified. In this step, one needs to go through research on the various interventions and see how they align with the IEP goals set out for the student.
2. Professional Development
Effective training on the application of EBPs should be granted to educators to deliver proper implementation. Professional development through workshops, seminars, and ongoing coaching can provide teachers with opportunities to learn about the most current research findings and to fine-tune instructional techniques.
3. Monitoring And Adjusting
Once an EBP is in place, it is important to track its effectiveness and adjust as needed. This may include tracking student progress and conducting classroom observations to check on the implementation process. If this intervention is not producing results, modifications to the intervention should be made.
4. Collaboration
Effective implementation of EBPs is most often accomplished through the collaborative efforts of educators, parents, and specialists. For this purpose, they can work jointly to ensure that the practices selected meet the student’s needs and that all parties are aware of the student’s progress.
Issues In Implementing Evidence-Based Practices
Adequate Resources
EBPs are probably most challenged by resources. Some practices require tremendous investments considering time, money, or a personnel base that cannot be competently supported in a number of schools. This may particularly be so in under-resourced schools, where the needs for the EBPs may be very great.
Resistance on the part of educators may be expected to new practices — especially in those who are comfortable using traditional methods. Strong leadership, effective training, and a clear demonstration of benefits are needed to overcome such resistance.
EBPs do not get implemented as one-time events. There is a need for ongoing support and monitoring to ensure practices remain effective over time. This will involve continuous professional development, regular feedback, and making adjustments to the practices when necessary.
Evidence-based practices in special education are a set of tested and proven solutions to assist students with disabilities in becoming successful academically, behaviorally, and socially. Getting to know them and their implementation will enable educators and parents to cooperate more meaningfully on effective individual learning plans that can really serve the needs of every student.
While it is true that there are challenges in implementing the EBPs, to ignore their benefits in educational outcomes would simply be too good. Staying current by reading research articles, engaging in professional development, and participating in collaboration will guarantee that educators are utilizing the best methods to help their students grow and develop. If you feel your child needs more support in their education, contact an attorney near you.