Evidence-Based Practices in Special Education: Some Practical Considerations

By Bryan G. Cook, Melody Tankersley, Lysandra Cook, T. Landrum. 2008

156 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/2613e21b2fe8b216c0a6ae9d54193ba42619a6f5

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Scott E. Lewis
2. Sara Cothren Cook
3. Bryan G. Cook

In Developmental and Educational Psychology

1. Jason C. Travers
2. Bryan G. Cook
3. Sara Cothren Cook
4. Tawabur Rahman
5. Scott E. Lewis
6. E. Carter
7. S. Odom

In Safety Research

1. Jason C. Travers
2. Bryan G. Cook
3. Scott E. Lewis
4. Tawabur Rahman
5. Sara Cothren Cook
6. S. Odom

Citations in the corpus

• Evaluating the evidence base for evidence‐based instructional practices in chemistry through meta‐analysis (2020, background): “To be considered as EBIP an instructional practice must be designed in a manner that causality can be inferred (Cook et al., 2008; Cook and Cook, 2013).”
• Unraveling Evidence-Based Practices in Special Education (2013, background): “, 2005), research consumers can only infer causality from studies that utilize specific kinds of research designs (Cook et al., 2008).”
• Racial and Ethnic Diversity of Participants in Research Supporting Evidence-Based Practices for Learners With Autism Spectrum Disorder (2016, background): “to single subject research, and this confusion appears related to the influence of group research design in education (Wolery, 2013). Horner et al. (2005) suggested researchers using single subject design to identify EBPs in special education include in their description “operational descriptions of”