Discussion 1: Evidence-Based Practices: How Do You Know They Are Working?

For immediate release

Contact: Diane Shinn, 703-264-9478, [email protected]

CEC Releases Evidence-Based Practice Standards

New standards define quality indicators and criteria for evidence-based practice

Arlington, Va., Jan. 23, 2014 – The Council for Exceptional Children (CEC), the leading voice

in special education, has released its CEC Standards for Evidence-Based Practices in Special

Education.

A workgroup comprised of seven special education researchers developed, vetted, and piloted

the new standards for determining evidence-based practices (EBPs) in special education. CEC’s

goal is that the standards will be applied to better understand the effectiveness of a range of

practices for learners with disabilities.

“The new CEC Standards for Evidence-Based Practices in Special Education will change the

landscape within the special education research community and their application will be critical

to the future success of research in our field,” said CEC President Robin D. Brewer.

The standards were guided by and build upon the separate standards for identifying EBPs in

special education previously developed by Gersten, Fuchs, Compton, Coyne, Greenwood, and

Innocenti (2005) and Horner, Carr, Halle, McGee, Odom, and Wolery (2005) for group

comparison and single-subject research, respectively.

“Our Workgroup owes a tremendous debt to the pioneering work of Gersten et al. and Horner et

al.,” said Bryan Cook, chair of CEC’s EBP workgroup. “Our goal was to build on their work by

creating a single set of standards that incorporates both group comparison and single-subject

research studies and ensuring that the standards reflect the views of the special education

research community.”

The workgroup accomplished these objectives by developing a set of standards that considers

both group comparison and single-subject studies, and conducting a Delphi study to solicit and

incorporate the feedback of a group of expert special education researchers.

Rather than classify practices simply as evidence-based or not, the new standards provide more

detailed classifications of practices’ evidence bases.

Specifically, the new standards result in instructional approaches being categorized as:

Evidence-based practices.

Potentially evidence-based practices.

Having mixed effects.

Having negative effects.

Having insufficient evidence to categorize their effectiveness.

2900 Crystal Drive, Suite 1000, Arlington, VA 22202-3557 (P) 800.224.6830 (TTY) 866.915.5000 (F) 703.243.3961 www.cec.sped.org

“We hope the new standards will be helpful to the special education research community in

classifying the evidence base of instructional practices in special education and that their

application will, in turn, provide a knowledge base that special educators can use to improve the

instruction they provide to exceptional children and youth,” Cook said.

Brewer acknowledged CEC’s appreciation to its expert members in the workgroup. “I would

like to express CEC’s deepest appreciation to Bryan Cook, chair of the workgroup, and all the

workgroup members – Virginia Buysse, Janette Klingner, Tim Landrum, Robin McWilliam,

Melody Tankersley, and Dave Test – for their dedication to this important effort over the past

five years,” she said.

Download CEC Standards for Evidence-Based Practices in Special Education.

The Council for Exceptional Children (CEC) is an international community of educators who

are the voice and vision of special and gifted education. CEC’s mission is to improve the quality

of life for individuals with exceptionalities and their families through professional excellence and

advocacy. Visit us at www.cec.sped.org.

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