CEC’s Standards for Classifying the Evidence Base of Practices in Special Education

By Bryan G. Cook, Virginia Buysse, J. Klingner, T. Landrum, R. McWilliam, Melody Tankersley, D. Test. 2015

349 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/b6a6d12ab7fde00eef4864e25d25f07f1486c461

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In Clinical Psychology

In Developmental and Educational Psychology

In Safety Research

Citations in the corpus

Teacher Professional Development and Student Reading Achievement: A Meta-Analytic Review of the Effects (2019, background): “Further, replication is central to empirical research to confirm and validate effects (Cook et al., 2015).”
Mathematics Interventions for Upper Elementary and Secondary Students: A Meta-Analysis of Research (2018, positive): “In addition to using this meta-regression method that accounts for small-study effects, we examined study quality using the Cook et al. (2015) quality indicators.”
The Concrete–Representational–Abstract Approach for Students With Learning Disabilities: An Evidence-Based Practice Synthesis (2018, methodology): “This study sought to support the classification of the CRA instructional framework as an evidence-based approach for students with learning disabilities by applying quality indicators and standards of evidencebased practice by Cook et al. (2014). Based on the application of the indicators and standa”
Schema-Based Instruction for Mathematical Word Problem Solving: An Evidence-Based Review for Students With Learning Disabilities (2020, methodology): “Cook et al. (2015). There are three notable differences between the standards Jitendra, Nelson, et al. (2016) applied in their review (i.e., Gersten et al., 2005) and standards (i.e., CEC, 2014) we selected for our systematic review. First, unlike the Gersten et al. (2005) and Horner et al. (2005) s”
A Meta-Analysis of Interventions to Promote Self-Determination for Students With Disabilities (2018, methodology): “We coded all articles for their incorporation of the QIs established by the Council for Exceptional Children (CEC; 2014) and evaluated by Cook et al. (2015) for group and single-case design studies.”
A Meta-Analysis of Single-Case Research Using Mathematics Manipulatives With Students At Risk or Identified With a Disability (2020, background): “Finally, the methodological rigor of studies was evaluated with eight of 20 (Bouck, Satsangi, & Park, 2018) and nine of 36 (Bouck & Park, 2018) studies meeting indicators (i.e., Cook et al., 2015; Gersten et al., 2005; Horner et al., 2005).”