Facilitating the Effective Implementation of Evidence-Based Practices Through Teacher-Parent Collaboration

Evidence-based practice (EBP) has become a popular term in education. Although most special education stakeholders share a general notion that evidence-based practice refers to instruction that is supported in some manner by research, (a) those promoting practices and products often use the term indiscriminately and inappropriately (e.g., as if the term provided an ironclad assurance of effectiveness), and (b) many educators and parents lack a clear understanding of what evidence-based practices are and how they are identified. (p.22)

This article advises readers on how EBPs are identified, how they may be used, and how many practices that are not evidence-based may nonetheless be effective.