LEADER 05670nam 2200721 a 450 001 9910452905803321 005 20200520144314.0 010 $a1-78190-430-8 035 $a(CKB)2550000001096555 035 $a(EBL)1215509 035 $a(OCoLC)851511164 035 $a(SSID)ssj0000970939 035 $a(PQKBManifestationID)11526814 035 $a(PQKBTitleCode)TC0000970939 035 $a(PQKBWorkID)10929247 035 $a(PQKB)11521207 035 $a(MiAaPQ)EBC1215509 035 $a(PPN)18869417X 035 $a(Au-PeEL)EBL1215509 035 $a(CaPaEBR)ebr10721220 035 $a(CaONFJC)MIL503089 035 $a(EXLCZ)992550000001096555 100 $a20130625d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aEvidence-based practices$b[electronic resource] /$fedited by Bryan G. Cook, Melody Tankersley, Timothy J. Landrum 205 $a1st ed. 210 $aBingley [England] $cEmerald Insight$d2013 215 $a1 online resource (300 p.) 225 0$aAdvances in learning and behavioral disabilities,$x0735-004X ;$vv. 26 300 $aDescription based upon print version of record. 311 $a1-78190-429-4 311 $a1-299-71838-8 320 $aIncludes bibliographical references. 327 $aFRONT 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 327 $aCLASSES 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 REVIEW; SUMMARY AND CONCLUSIONS; ACKNOWLEDGMENTS; REFERENCES; CHAPTER 4 ADAPTING RESEARCH-BASED PRACTICES WITH FIDELITY: FLEXIBILITY BY DESIGN 327 $aDOUBT 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 327 $aHOW 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 327 $aTHE 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 327 $aCHAPTER 8 FROM RESEARCH TO PRACTICE IN EARLY CHILDHOOD INTERVENTION: A TRANSLATIONAL FRAMEWORK AND APPROACH 330 $aThis volume focuses on evidence-based practices (EBPs) , supported, sound research studies documenting their effectiveness with a target population. As such, EBPs have significant potential to improve the outcomes of learners with learning and behavioral disorders. However, a number of obstacles exist in identifying, conceptualizing, adopting, and maintaining EBPs that have prevented educators from realizing their potential benefits. The chapters in this volume address many of these issues, with the goal of improving stakeholders? ability to identify and implement EBPs. Chapters discuss the fo 410 0$aAdvances in Learning and Behavioral Disabilities 606 $aChildren with disabilities$xEducation 606 $aLearning disabilities 606 $aProblem children 608 $aElectronic books. 615 0$aChildren with disabilities$xEducation. 615 0$aLearning disabilities. 615 0$aProblem children. 676 $a371.9 701 $aCook$b Bryan G$0942971 701 $aTankersley$b Melody$0942972 701 $aLandrum$b Timothy J$0942973 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910452905803321 996 $aEvidence-based practices$92127929 997 $aUNINA