Unraveling Evidence-Based Practices in Special Education

By Bryan G. Cook, Sara Cothren Cook. 2013

322 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Psychiatry and Mental health, Safety Research

View Paper: https://www.semanticscholar.org/paper/edfdc217eb15849ccd2743f692b26cf2ba18b09c

How researchers see this paper

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

In Developmental and Educational Psychology

1. E. Carter
2. Matthew E. Brock
3. Bryan G. Cook
4. S. Odom
5. D. Test
6. J. McKenna
7. Tawabur Rahman
8. Scott E. Lewis

In Psychiatry and Mental health

1. Bryan G. Cook
2. S. Odom
3. D. Test
4. E. Carter

In Safety Research

1. E. Carter
2. Matthew E. Brock
3. D. Rowe
4. D. Test
5. V. Mazzotti
6. S. Odom
7. Catherine H. Fowler
8. Bryan G. Cook

Citations in the corpus

• Updating the Secondary Transition Research Base: Evidence- and Research-Based Practices in Functional Skills (2020, background): “The use of EBPs and RBPs has become a key expectation when providing educational interventions to students (e.g., Cook & Cook, 2011; Gersten et al., 2005; Horner et al., 2005).”
• Evidence-Based Practices and Implementation Science in Special Education (2013, methodology): “Unlike previous approaches for identifying effective practices in education (e.g., best practices, research-based practices), supporting research for EBPs must meet prescribed, rigorous standards (Cook & Cook, 2011).”
• A Meta-Analysis of Educator Training to Improve Implementation of Interventions for Students With Disabilities (2017, background): “Researchers assert and educators agree that educational practices supported by rigorous scientific evidence can and should be used to improve outcomes for students with disabilities (e.g., Cook & Cook, 2013; Cook, Smith, & Tankersley, 2012).”
• Evaluating the evidence base for evidence‐based instructional practices in chemistry through meta‐analysis (2020, background): “There are four requirements for an instructional practice to be considered as EBIP, these are: research design, quality of research, quantity of research, and magnitude of effect (Cook, Tankersley, Cook and Landrum, 2008; Cook and Cook, 2013).”
• Evaluating Reading and Mathematics Instruction for Students With Learning Disabilities (2015, background): “…acknowledged that the identification and dissemination of evidence-based practices are essential, findings from this review provide some evidence that a research to practice gap remains (see Cook & Cook, 2013) in relation to the absence of cognitive strategy instruction in reading and mathematics.”