The use of evidence-based practices (EBPs) was mandated with the passage of the No
Child Left Behind Act of 2001 (NCLB), and continues with the Every Student Succeeds Act …

At the 2015 TASH Conference in Portland, Oregon, a colloquium on the Evidence-Based
Practices (EBPs) movement was conducted. The presenters included eight nationally …

The gap between research and practice in special education places an artificial ceiling on
the achievement of students with learning and behavioral disabilities. Evidence-based …

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 …

Editors' Note: As recipient of the 2005 OADD-RSIG Professional Award for Excellence in
Research, and Friday morning keynote speaker at the 2005 Annual OADD conference …

The emphasis on evidence-based interventions in No Child Left Behind and the Individuals
With Disabilities Education Improvement Act has created an unprecedented opportunity to …

This article discusses the relationship between evidence-based practices (EBPs) and values
in research and practice pertaining to people with severe disabilities. The importance of …

A major tenet of both the Individuals with Disabilities Education Act and the No Child Left
Behind Act is the identification and use of evidence-based practices, or those instructional …

Most teachers can quickly name at least one student they clearly remember as challenging
their classroom management skills. Most likely, the memory conjures up recollections of …

In education, a significant gap exists between research documenting the effectiveness of
practices and the actual instruction that occurs in typical classrooms (Carnine, 1997; Cook & …