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Record Nr. |
UNINA9910452905803321 |
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Titolo |
Evidence-based practices [[electronic resource] /] / edited by Bryan G. Cook, Melody Tankersley, Timothy J. Landrum |
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Pubbl/distr/stampa |
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Bingley [England], : Emerald Insight, 2013 |
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ISBN |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (300 p.) |
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Collana |
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Advances in learning and behavioral disabilities, , 0735-004X ; ; v. 26 |
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Altri autori (Persone) |
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CookBryan G |
TankersleyMelody |
LandrumTimothy J |
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Disciplina |
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Soggetti |
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Children with disabilities - Education |
Learning disabilities |
Problem children |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references. |
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Nota di contenuto |
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FRONT COVER; EVIDENCE-BASED PRACTICES; COPYRIGHT PAGE; CONTENTS; LIST OF CONTRIBUTORS; CHAPTER 1 EVIDENCE-BASED PRACTICES IN LEARNING AND BEHAVIORAL DISABILITIES: THE SEARCH FOR EFFECTIVE INSTRUCTION; WHAT ARE EVIDENCE-BASED PRACTICES?; WHY AND HOW ARE EVIDENCE-BASED PRACTICES IMPORTANT?; LIMITATIONS OF EVIDENCE-BASED PRACTICES; ONGOING ISSUES RELATED TO EVIDENCE-BASED PRACTICES; FUTURE DIRECTIONS IN EVIDENCE-BASED PRACTICES; SUMMARY; REFERENCES; CHAPTER 2 EVIDENCE-BASED EDUCATION AND BEST AVAILABLE EVIDENCE: DECISION-MAKING UNDER CONDITIONS OF UNCERTAINTY; BEST AVAILABLE EVIDENCE |
CLASSES OF BEST AVAILABLE EVIDENCEALTERNATIVE SOURCES OF EVIDENCE; SMALLER UNITS OF ANALYSIS; INTEGRATING SOURCES OF BEST AVAILABLE EVIDENCE TO REDUCE UNCERTAINTY; REFERENCES; CHAPTER 3 APPRAISING SYSTEMATIC REVIEWS: FROM NAVIGATING SYNOPSES OF REVIEWS TO CONDUCTING ONE'S OWN APPRAISAL; NAVIGATING THE 6S PYRAMID OF EVIDENCE-BASED INFORMATION SOURCES; IMPLEMENTING YOUR OWN APPRAISAL OF A SYSTEMATIC |
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REVIEW; SUMMARY AND CONCLUSIONS; ACKNOWLEDGMENTS; REFERENCES; CHAPTER 4 ADAPTING RESEARCH-BASED PRACTICES WITH FIDELITY: FLEXIBILITY BY DESIGN |
DOUBT IS NOT A PLEASANT CONDITION BUT CERTAINTY IS ABSURD-VOLTAIRETHE ROLE AND IMPORTANCE OF FIDELITY IN RESEARCH AND PRACTICE; ALL FIDELITY, ALL THE TIME? CAVEATS AND CONSIDERATIONS; FLEXIBILITY BY DESIGN; FOUNDATIONS FOR UNDERSTANDING ADAPTED AND ADAPTIVE IMPLEMENTATION; CONCLUSIONS AND FUTURE DIRECTIONS; REFERENCES; CHAPTER 5 SYNTHESIZING SINGLE-CASE RESEARCH TO IDENTIFY EVIDENCE-BASED TREATMENTS; THE ROLE OF SINGLE-CASE RESEARCH IN EVIDENCE-BASED PRACTICE; SINGLE-CASE RESEARCH, AGGREGATION, AND EFFECT SIZES; REPORTING OF EFFECT SIZES; AN EXAMPLE OF SYNTHESIZING SINGLE-CASE RESEARCH |
HOW TO AGGREGATE SINGLE-CASE RESEARCH DATACONCLUSION; REFERENCES; CHAPTER 6 UTILIZING EVIDENCE-BASED PRACTICE IN TEACHER PREPARATION; TEACHER EDUCATION, TEACHING PRACTICE, AND PUPIL LEARNING; TEACHER UNDERSTANDING AND USE OF EMPIRICALLY SUPPORTED INTERVENTIONS; SAMPLE PROJECTS TO PREPARE PRESERVICE TEACHERS TO USE EBP; ADVANCING EVIDENCE-BASED PRACTICE IN TEACHER EDUCATION; INFUSING EVIDENCE-BASED PRACTICE INTO TEACHING, RESEARCH, AND SERVICE FUNCTIONS; REFERENCES; CHAPTER 7 THE PEER-REVIEWED REQUIREMENT OF THE IDEA: AN EXAMINATION OF LAW AND POLICY; EDUCATIONAL RESEARCH AND FEDERAL POLICY |
THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT AND THE PEER-REVIEWED RESEARCH REQUIREMENTTHE US DEPARTMENT OF EDUCATION, HEARINGS, COURT CASES, AND THE PEER-REVIEWED RESEARCH REQUIREMENT; FREE AND APPROPRIATE PUBLIC EDUCATION AND THE PEER-REVIEWED RESEARCH REQUIREMENT; THE US DEPARTMENT OF EDUCATION AND THE PEER-REVIEWED RESEARCH REQUIREMENT; IMPLICATIONS OF THE PEER-REVIEWED RESEARCH REQUIREMENT FOR TEACHERS OF STUDENTS WITH DISABILITIES; THE FUTURE OF THE IDEA AND PEER-REVIEWED RESEARCH REQUIREMENT; SUMMARY; REFERENCES |
CHAPTER 8 FROM RESEARCH TO PRACTICE IN EARLY CHILDHOOD INTERVENTION: A TRANSLATIONAL FRAMEWORK AND APPROACH |
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Sommario/riassunto |
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This volume focuses on evidence-based practices (EBPs) , supported, sound research studies documenting their effectiveness with a target population. As such, EBPs have significant potential to improve the outcomes of learners with learning and behavioral disorders. However, a number of obstacles exist in identifying, conceptualizing, adopting, and maintaining EBPs that have prevented educators from realizing their potential benefits. The chapters in this volume address many of these issues, with the goal of improving stakeholders? ability to identify and implement EBPs. Chapters discuss the fo |
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