Evidence-Based Practices and Implementation Science in Special Education

By Bryan G. Cook, S. Odom. 2013

630 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, General Health Professions

View Paper: https://www.semanticscholar.org/paper/566b9fd6f26ae891c5f224b92a09cfea2358914c

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In Clinical Psychology

In Developmental and Educational Psychology

In General Health Professions

Citations in the corpus

Statewide Assessment of Professional Development Needs Related to Educating Students With Autism Spectrum Disorder (2014, background): “Indeed, the enduring gap between research and practice continues to be highlighted in the literature (e.g., Cook & Odom, 2013).”
The Perspectives of Students With and Without Disabilities on Inclusive Schools (2015, background): “The field of implementation science, although growing, is still in its infancy, and many issues remain when promoting wide-scale adoption, implementation, and actual changes in student outcomes and experiences (Cook & Odom, 2013).”
Ecobehavioral Characteristics of Self-Contained High School Classrooms for Students With Severe Cognitive Disability (2016, background): “These practices may reflect not only a failure to translate current special education research, which emphasizes the importance of inclusive context into practice (e.g., Cook & Odom, 2013), but also adherence to a law that simply does not reflect the current science of disability and education.”
Naturalistic Instructional Approaches in Early Learning (2015, background): “Given the emphases on identifying and implementing recommended and evidenced-based practices in early childhood (Cook & Odom, 2013; Division for Early Childhood, 2014; Snyder, 2006; What Works Clearinghouse, 2010), a need exists to conduct a descriptive systematic review of the literature on NI…”
Racial and Ethnic Diversity of Participants in Research Supporting Evidence-Based Practices for Learners With Autism Spectrum Disorder (2016, background): “Indeed, professionals who behave as scientist-practitioners may more effectively address the unique needs of their learners (Cook & Odom, 2013).”
Math Interventions for Students With Autism Spectrum Disorder (2016, background): “Rigorous scientific research is increasingly viewed as the appropriate source for effective education practices (Cook & Odom, 2013).”
Promoting Open Science to Increase the Trustworthiness of Evidence in Special Education (2018, background): “The practice of serving individuals with disabilities advances when practitioners sensitively employ scientifically validated methods and monitor whether their efforts are benefiting those individuals with whom they work (Cook & Odom, 2013; Zigmond, 1997).”
Measuring Teacher Implementation of the BEST in CLASS Intervention Program and Corollary Child Outcomes (2015, background): “…occurs with a large degree of variability (Durlak, 2010), and this vexing problem is often cited in the literature and linked to a number of application problems, including lack of feasibility, perceived relevance, and available supports for successful implementation (Cook & Odom, 2013).”
Behavior and classroom management: Are teacher preparation programs really preparing our teachers? (2017, background): “In conclusion, teacher certification programs must contribute to teachers’ knowledge of evidence-based practices related to behavior if teachers are to be expected to implement these practices in their classrooms (Cook & Odom, 2013).”
Effectiveness of mathematical word problem solving interventions for students with learning disabilities and/or mathematics difficulties: A meta-analysis. (2016, background): “…the research to practice gap in education has focused on the importance of faithfully implementing evidence-based practices in the classroom (e.g., Cook & Odom, 2013; Espin & Deno, 2001; Fixsen, Naoom, Blase, Friedman, & Wallace, 2005; Gersten & Dimino, 2001; Sindelar & Brown, 2001); and their…”
Enhancing Effective Classroom Management in Schools: Structures for Changing Teacher Behavior (2017, methodology): “The collection of identified practices should be carefully selected using standards of evidence (e.g., What Works Clearinghouse) and driven by student need and contextual fit (Cook & Odom, 2013; Cook, Tankersley, Cook, & Landrum, 2008).”
A Meta-Analysis of Educator Training to Improve Implementation of Interventions for Students With Disabilities (2017, methodology): “When practitioners do not follow this protocol with fidelity, the intervention is no longer supported by research evidence (Cook & Odom, 2013).”
Embedding Interventions to Promote Self-Determination within Multitiered Systems of Supports (2016, background): “…policy supports), and the complex factors related to developing and implementing integrated systems of supports and reforms must be addressed (Cook & Odom, 2013), although more research is needed to develop models for building integrated systems of supports that address the complexities of…”
Updating the Secondary Transition Research Base: Evidence- and Research-Based Practices in Functional Skills (2020, background): “As noted by Cook and Odom (2013) in the introduction to the Exceptional Children special issue on EBPs, “no practice will work for every single student; this is a reality of education” (p. 137).”
A Call for Examining Replication and Bias in Special Education Research (2014, background): “In recent years, special educators have increasingly endeavored to bridge the research-to-practice gap by identifying and implementing research-based practices (e.g., Cook & Odom, 2013).”
Scaling Up School-Wide Positive Behavioral Interventions and Supports (2014, neutral): “As a field, educators are far better at describing and documenting small-scale success than producing broad and sustained systems change (Adelman & Taylor, 2003; Cook & Odom, 2013; Fixsen, Blase, Duda, Naoom, & Van Dyke, 2010).”
Effects of a Professional Development Package to Prepare Special Education Paraprofessionals to Implement Evidence-Based Practice (2015, background): “Indeed, dissemination of evidence-based practice to school-based personnel remains a pressing concern for the field of special education (Cook & Odom, 2013; Klingner, Boardman, & McMaster, 2013).”
Where Students With the Most Significant Cognitive Disabilities Are Taught (2015, background): “The field of implementation science holds considerable promise for such a scale-up (Cook & Odom, 2013).”