Reported Prevalence of Evidence-Based Instructional Practices in Special Education

By M. Burns, J. Ysseldyke. 2009

311 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/a13e107f36da0c15afad3e80a014fbcaa9b8260e

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Citations in the corpus

Effects of a Professional Development Package to Prepare Special Education Paraprofessionals to Implement Evidence-Based Practice (2015, methodology): “Special educators report limited use of evidence-based practice (McLean, Snyder, Smith, & Sandall, 2002) and using ineffective educational practices as frequently or more frequently than they use practices validated by research (Burns & Ysseldyke, 2009).”
The Common Core State Standards and Evidence-Based Educational Practices: The Case of Writing (2013, background): “Unfortunately, EBPs do not appear to be frequently implemented in many classrooms (e.g., Burns & Ysseldyke, 2009).”
Using Coaching to Improve the Fidelity of Evidence-Based Practices: A Review of Studies (2010, methodology): “Following the framework provided by Burns and Ysseldyke (2009) in their survey of reported evidence-based practices in special education, only practices with evidence of effectiveness derived from meta-analytic research were included.”
Evidence-based Practice: A Framework for Making Effective Decisions (2012, methodology): “—Goethe Education has long struggled with the gap between the methods that are best supported by systematic research and those that are most widely used (e.g., Burns & Ysseldyke, 2009; Carnine, 1997; Espin & Deno, 2000; Hoagwood, Burns, & Weisz, 2002; Kazdin, 2000; Kratochwill & Stoiber, 2000).”
Evidence-Based Practices and Implementation Science in Special Education (2013, background): “And, in special education, practitioners have reported using instructional practices shown by research to be ineffective (e.g., learning styles) with similar or greater frequency than some research-based practices (e.g., mnemonics; Burns & Ysseldyke, 2009).”
Perceived Enablers and Barriers Related to Sustainability of School-Wide Positive Behavioral Interventions and Supports (2015, background): “…the knowledge base identifying evidence-based practices and policies to support their use, their adoption remains low and implementation in schools is often inconsistent (Burns & Ysseldyke, 2009; Cook & Schirmer, 2006; Cook, Tankersley, & Landrum, 2009; Fixsen, Blase, Metz, & Van Dyke, 2013).”
Coaching Teachers’ Use of Social Behavior Interventions to Improve Children’s Outcomes (2015, background): “Coaching based on direct observation and feedback can also respond to the problem of inadequate intervention implementation on the part of the teacher (Burns & Ysseldyke, 2009; Noell et al., 2005).”
Opportunity to Learn (2016, background): “Carroll (1963) provided one of the first operational definitions by emphasizing the vari able of time allocated to instruction in a school’s schedule.”
Unraveling Evidence-Based Practices in Special Education (2013, methodology): “…special education practitioners reported regularly using some practices demonstrated to be ineffective (e.g., modality instruction) but indicated implementing other practices validated by research (e.g., mnemonic strategies) relatively infrequently (Burns & Ysseldyke, 2009; see also Jones, 2009).”
Importance, Usage, and Preparedness to Implement Evidence-based Practices for Students with Emotional Disabilities: A Comparison of Knowledge and Skills of Special Education and General Education Teachers (2012, background): “Finally, we anticipated that obtaining information directly from teachers might result in a better understanding of the research-to-practice gap associated with classroom instruction (Burns & Ysseldyke, 2009).”
Special Education Implications of Point and Cumulative Prevalence for Children With Emotional or Behavioral Disorders (2012, background): “The problem is that adoption of these instructional or behavioral practices in school settings lags far behind the development of such evidence-based interventions (Burns & Ysseldyke, 2009; Cooper, 2008; Dunlap et al., 2006).”