This week
see attachment title: This week assignment
Universal Learning Characteristics
[WLOs: 2, 3] [CLOs: 2, 3]
Even when you proactively predict your students behaviors and plan for every situation, problems will still arise that need to be managed. Therefore, it is important to be able to accurately identify adverse or interfering behaviors and proactively implement research-based practices to meet the needs of your student(s) and not disrupt the flow of instruction and the overall learning process. This assignment provides an opportunity for you to research and identify evidence-based practices that can be used for immediate or future implementation.
Prepare
Prior to beginning work on this assignment,
Read Sections 9.1 and 9.2 and all of Chapters 11 and 12 in your textbook.
Read
The 16 Proactive Classroom Management Skills to Support Academic Engagement
see attachment
ReadFads or Facts? Sifting Through The Evidence to Find What Really Works.see attachment
ReviewReviewhttps://iris.peabody.vanderbilt.edu/module/fba/cresource/q2/p07/
Page 7: Collect Data: Direct Observations
.
ReviewPage 6: Evaluating Student Performance
Review
What Works Clearinghouse
https://ies.ed.gov/ncee/wwc/FWW/Results?filters=,Behavior
Review the course and weekly learning outcomes.
Carefully read the assignment instructions, which offers a comprehensive summary of task expectations.
Watch the video
Week 4 Managing Classroom Behavior
. https://ashford.mediaspace.kaltura.com/media/ESE601+Week+Four+Classroom+Management/0_lex1pxfh
Read the scenario below carefully.
Review theWeek 6 final paper(Resource Manual for Educating Students With Exceptionalities) description to see where this artifact fits into your final paper.
Reflect
In the field of education, you will work with varying exceptionalities and diverse individual needs. These needs will include academic, behavioral, and social/emotional skills. Both general and special education educators are expected to address adverse or interfering classroom behaviors, which include implementing effective and evidence-based strategies that promote a high-quality learning environment. This assignment offers an opportunity to analyze a given scenario and research and identify quality evidence-based behavior strategies that strongly align with student needs.
As you navigate this assignment consider:
How characteristics of these behaviors impact student outcomes and educational performance.
The importance and value of selecting effective evidence-based behavioral strategies that align with student needs.
How this assignment will impact your current or future practices working with exceptional learners.
Scenario
Dave attends class regularly and enjoys math. He likes to solve geometry problems and prefers kinesthetic hands-on learning. Dave struggles attending to task and staying focused in the classroom setting. He has difficulty staying seated for long periods of time and will often get out of his seat and move around the classroom without permission. Dave is often impulsive and will shout out answers without raising his hand, which disrupts instruction and the overall classroom setting. Dave also becomes social at inappropriate times and will excessively talk to his classmates, which adversely impacts the teaching and learning process.
Take Action
Content Instructions:
Use support from your assignment reading, the Instructor Guidance lesson, and the discussions. In your paper,
Provide a hypothesis, which offers a possible function of the observed behaviors.
This includes why these behaviors may be occurring:
To gain attention.
To escape or avoid tasks or activities.
To gain access to tangible items or activities.
To gain or avoid self-reinforcing/sensory stimulation.
Research and identify at least three evidence-based behavior strategies that are functionally equivalent and that align with the students needs.
Use weekly resources and theWhat Works Clearinghouse https://ies.ed.gov/ncee/wwc/FWW/Results?filters=,Behavior
to help identify research-based strategies.
Support your recommendations with scholarly literature.
Explain how each of these strategies will be effective for the identified behaviors in the scenario.
Summarize how the strategies might be used proactively in the future.
Reflect on why you chose these strategies and how they best meet the students needs.
Create a document using theWeek 4 Assignment Template see attachmento submit your assignment that includes a title page, headings for each section of the assignment, and your reference list.
Next Steps:Review and Submit the Assignment
Review your assignment with theGrading Rubricto ensure you have achieved the distinguished levels of performance for each criterion. Next, submit your document no later than Day 7.
.
The Classroom Behavior Strategies paper,
Must be three to four double-spaced pages in length (not including title and references page) and formatted according to
APA Style(Links to an external site.)
as outlined in the Writing Centers
APA Formatting for Microsoft Word(Links to an external site.)
Must include a separate title page with the following:
Title of paper
Students name
Course name and number
Instructors name
Date submitted
Must utilize academic voice. See the
Academic Voice(Links to an external site.)
resource for additional guidance.
Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.
For assistance on writing
Introductions & Conclusions(Links to an external site.)
as well as
Writing a Thesis Statement(Links to an external site.)
, refer to the Writing Center resources.
Must use at least 3 scholarly, peer-reviewed, credible sources in addition to the course text.
The
Scholarly, Peer-Reviewed, and Other Credible Sources(Links to an external site.)
table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
To assist you in completing the research required for this assignment, view this
Ashford University Library Quick n Dirty(Links to an external site.)
tutorial, which introduces the Ashford University Library and the research process, and provides some library search tips.
Must document any information used from sources in APA Style as outlined in the Writing Centers
APA: Citing Within Your Paper(Links to an external site.)
Must include a separate references page that is formatted according to APA Style as outlined in the Writing Center. See the
APA: Formatting Your References List(Links to an external site.)
resource in the Writing Center for specifications. Classroom Behavior Strategies
Your First and Last Name
Ashford University
ESE601: Educating Students with Exceptionalities in the Schools
Instructor Name
Due Date
Classroom Behavior Strategies
Start the first paragraph here, which should introduce your reader to the subject you are writing about, as well as your particular position or claim. Do not label it Introduction. Instead, simply write your papers title as a level 1 heading: bold, centered, with title case. To learn more about what an introduction should include and what to include in a conclusion, please see the following resource: Introductions & Conclusions.
You can use the template (see Appendix below) from the Ashford Writing Center to help you format your paper. Please review and take advantage of the amazing services provided there, including tutoring, paper review, Grammarly, writing basics, supporting originality and graduate-level writing, APA format 7th edition, types of writing, tools, and more (Ashford Writing Center, n.d.). For longer papers, include level headings. Spend time planning your paper. A good practice is to brainstorm ideas and decide how to express the main idea or thesis, this is part of entering the scholarly conversation.
Once you have a rough idea of what you want to discuss or argue, create an outline or list to help you organize the evidence you plan to present. Each paragraph of your assignment should be clear and easy to follow. We have several good resources to help you write a strong paragraph, such as How to Write a Good Paragraph page and the Integrating Research page.
In addition to being well-written, each paragraph should include an in-text citation to all information summarized, paraphrased, or quoted from outside sources. The Writing Center provides many resources to help you follow correct citation style and gives lessons and examples of how to paraphrase and cite sources. The Introduction to APA 7th Edition page is a good place to start.
For this assignment, you will have an opportunity to research and identify evidence-based practices in classroom behavior strategies that can be used for immediate or future implementation. Start with telling us a little about Dave and the target challenging/interfering behavior. Start your introduction paragraph here. [BE SURE TO DELETE ALL TEMPLATE GUIDELINES PRIOR TO SUBMITTING YOUR OWN WORK.]
Functional Behavior Assessment
See the Ashford Writing Center resources to guide you in writing body paragraphs. In this section of this assignment: Identify characteristics of (3) disabilities: Learning Disabilities, Autism Spectrum Disorders, and Intellectual Disabilities.
Specific Learning Disabilities
This section of your paper should include: IDEA definition of each disability, characteristics for each disability that are commonly seen in the educational environment, and description of how these characteristics adversely impact educational performance and academic progress. When defining and identifying characteristics of learning disabilities, include how Dyslexia impacts reading and related language-based processing skills and aligns with the parameters of learning disabilities.
Autism Spectrum Disorder
This section of your paper should include: IDEA definition of each disability, characteristics for each disability that are commonly seen in the educational environment, and description of how these characteristics adversely impact educational performance and academic progress.
Intellectual Disability
This section of your paper should include: IDEA definition of each disability, characteristics for each disability that are commonly seen in the educational environment, and description of how these characteristics adversely impact educational performance and academic progress. [BE SURE TO DELETE ALL TEMPLATE GUIDELINES PRIOR TO SUBMITTING YOUR OWN WORK.]
Functionally-based Behavior Intervention Strategies
Based on the data from the Henrys Evaluation Report, what would be a potential eligibility for the evaluation and planning team to consider for Henry? This section of your paper should include:
The category of eligibility and specific disability you would give Henry based on the data in the evaluation report.
Provide a comprehensive rationale and justification for your decision. This should align with Henrys deficit areas and testing results. Comment by Cole, Jana: Develop a comprehensive rationale for the students eligibility for special education services. Comment by Cole, Jana: Lets talk about what goes into the Research section of the grading criteria table.
[BE SURE TO DELETE ALL TEMPLATE GUIDELINES PRIOR TO SUBMITTING YOUR OWN WORK.]
Aligning the
Include a thorough summary of each intervention (support with scholarly literature). Provide a comprehensive rationale and justification for your decision. This should align with Henrys deficit areas and testing results.
[Name of Support/Accommodation/Intervention/Instructional Strategy 2]
Include a thorough summary of each intervention (support with scholarly literature). Provide a comprehensive rationale and justification for your decision. This should align with Henrys deficit areas and testing results.
[Name of Support/Accommodation/Intervention/Instructional Strategy 3]
Include a thorough summary of each intervention (support with scholarly literature). Provide a comprehensive rationale and justification for your decision. This should align with Henrys deficit areas and testing results.
Impact
Determine the potential impact the interventions will have on the students academic success. What might be the impact should he receive no intervention? [BE SURE TO DELETE ALL TEMPLATE GUIDELINES PRIOR TO SUBMITTING YOUR OWN WORK.]
Conclusion
Create a summary paragraph for this assignment. See this information from the Ashford Writing Center to review writing Introductions and Conclusions.
References
[BE SURE TO DELETE ALL TEMPLATE GUIDELINES PRIOR TO SUBMITTING YOUR OWN WORK.]
Author’s Last Name, Initials. (Publication Year). Title of article. Title of Periodical, volume #(issue #), pppp. http://doi:xx.xxxxxxxxxx
Author’s Last Name, Initials. (Publication Year). Title of book. Location: Publisher.
Author’s Last Name, Initials. (Publication Year). Title of digital book. http://www.xxxxxxx.xxxxxxxx
Author’s Last Name, Initials. (Publication Year). Title of book with DOI. https://doi:xxxxxxx
Editor’s Last Name, Initials. (Ed.). (Publication Year). Title of anthology. Location: Publisher.
Producers Last Name, Initials (Producer), & Directors Last Name, Initials (Director). (Year). Title of motion picture [Motion picture]. Country of Origin: Studio.
**For help formatting your reference page, please see our Formatting Your References List page.
CHARACTERISTICS 1
CLASSROOM BEHAVIOR STRATEGIES 1
Appendix: Ashford Writing Center APA7 Template ESE 601
Title of Your Assignment
Your First and Last Name
Ashford University
ESE 601: Educating Students with Exceptionalities
Instructor Name
Due Date
Title of Your Assignment
Start the first paragraph here, which should introduce your reader to the subject you are writing about, as well as your particular position or claim. Do not label it Introduction. Instead, simply write your papers title as a level 1 heading: bold, centered, with title case. To learn more about what an introduction should include and what to include in a conclusion, please see the following resource: Introductions & Conclusions. You can use this template to help you format your paper. For longer papers, include level headings.
The Writing Process
Spend time planning your paper. A good practice is to brainstorm ideas and decide how to express the main idea or thesis, this is part of entering the scholarly conversation. Once you have a rough idea of what you want to discuss or argue, create an outline or list to help you organize the evidence you plan to present.
Writing the Body Paragraphs
Each paragraph of your assignment should be clear and easy to follow. We have several good resources to help you write a strong paragraph, such as How to Write a Good Paragraph page and the Integrating Research page.
Level 2 Heading (Bold, Flush Left, Title Case)
Level headings can be placed anywhere in your paper as a way to classify or organize your paper into sections.There are five levels; the first three levels are more commonly used in graduate-level assignments, whereas levels four and five may be used in longer papers (e.g., dissertation). Use level 2 headings to break level 1 into categories, level 3 to break up level 2, and so on. Do not move to a lower level of heading if there is only one section. As a general rule, check with your instructor about formatting expectations.
Level 3 Heading (Bold, Flush Left, Italic, Title Case)
Likewise, to show your readers where the paragraph begins when using a level 3 heading would be a great idea.
Level 4 Heading (Bold, Indented, Title Case). In longer papers, you may use a level 4 heading to create even further subsections. In this case, note that the paragraph begins directly after a period on the same line as the level 4 heading. The level 5 headings follow the exact same conventions, only they would also be italicized.
Using Citations Correctly
In addition to being well-written, each paragraph should include an in-text citation to all information summarized, paraphrased, or quoted from outside sources. The Writing Center provides many resources to help you follow correct citation style and gives lessons and examples of how to paraphrase and cite sources. The Introduction to APA 7th Edition page is a good place to start.
Using Tables, Graphs, Images, and Appendices
For some papers and reports, you may choose to add a table, graph, or image within the body of the draft. Or you may choose to include an appendix at the end of your paper. These can help to provide a visual representation of data or other information that you wish to relay to your reader. Follow this guidance to understand when and how to use these features.
References
Author’s Last Name, Initials. (Publication Year). Title of article. Title of Periodical, volume #(issue #), pppp. http://doi:xx.xxxxxxxxxx
Author’s Last Name, Initials. (Publication Year). Title of book. Location: Publisher.
Author’s Last Name, Initials. (Publication Year). Title of digital book. http://www.xxxxxxx.xxxxxxxx
Author’s Last Name, Initials. (Publication Year). Title of book with DOI. https://doi:xxxxxxx
Editor’s Last Name, Initials. (Ed.). (Publication Year). Title of anthology. Location: Publisher.
Producers Last Name, Initials (Producer), & Directors Last Name, Initials (Director). (Year). Title of motion picture [Motion picture]. Country of Origin: Studio.
**For help formatting your reference page, please see our Formatting Your References List page. ABC OBSERVATION FORM
Date: 1/10/20XX Student: David B. Grade: 5
Class/Teacher: Lang. Arts /Mrs. Lehrer Observer: P. Chinn
Instructional Activity: Large-group work on nouns, independent writing assignment
Other relevant information: A is Angelina
Time Antecedent Behavior Consequences
9:20 Class starts. Mrs. L
previews noun lesson.
1. D is attentive, listens
9:25 Noun lesson, possessive
and plural possessives
2. D is attentive, listens
9:40 Practice w/ nouns on
SmartBoard.
3. D participates, gets 2
right.
Mrs. L prompts and D
gets answer right.
4. Requests help.
9:55 Mrs. L assigns inde-
pendent work.
5. D starts working
9:56 6. D out of seat to pencil
sharpener, walks around
entire room to return to
desk.
9:59 7. D works.
10:00 8. Turns, whispers to A. A smiles and whispers
back.
Mrs. L asks if he
needs help. D says
no.
10:01 9. D out of seat to throw
something away. Takes 2
min. to return to seat.
Mrs. L reminds him to
get to work.
10:03 10. D works.
10:05 11. D out of seat.
10:06 Mrs. L asks students to
put up materials and get
ready for art.
12. D complies. The 16 Proactive Classroom Management Skills
to Support Academic Engagement
Diana Browning Wright/Clayton R. Cook
1. Classroom behavioral expectations are posted, taught, reviewed and
known by every student
2. Strategic establishment of positive relationships with all students in
the class (teacher intentionally reaches out to each and every student
to get to know them and learn about them)
3. Organizing a productive classroom (minimal effort to pay attention,
easy flow in/out of room, seating arrangement, limit distractions, etc.)
4. Positive greetings at the door to pre correct and establish positive
climate occurs
5. Transitions are taught and managed well
6. Independent seatwork is limited for skill fluency practice and
managed effectively when used
7. Competent communication with all students is observed
(reprimands/corrective statements are delivered in a non-threatening
way)
8. Teaching, modeling, and reinforcing desired prosocial classroom
skills (following directions the first time, actively listening, waiting
patiently, sharing with others, etc.)
9. Teacher mobility and proximity control is used (teacher does not
stand in one spot to keep students alert by tracking the teacher and
teacher use proximity control as a method to redirect problem
behavior)
10. A motivation system to reward desirable behavior is in evidence
11. Goal setting and performance feedback is routine
12. Visual schedule of classroom activities is used
13. Cuing systems to release and regain student attention and foster
high student engagement are used
14. Five positive comments, gestures, and interactions to every one
correction, reprimand, or negative interaction (5 to 1 ratio)
15. Smiling and being nice!
16. Providing students with numerous opportunities to respond to
teacher questions (choral responding, random asking of students,
etc.) and interact with classmates over learning content (pair-share) https://doi.org/10.1177/1053451218819234
Intervention in School and Clinic 2019, Vol. 54(5) 272 279
Hammill Institute on Disabilities 2019
Article reuse guidelines: sagepub.com/journals-permissions
DOI: 10.1177/1053451218819234
isc.sagepub.com
Feature
Despite advances in research and increasing knowledge of
empirically supported practices, there continues to be a sig-
nificant research-to-practice gap for practitioners in schools.
Unfortunately, special education research knowledge is not
frequently incorporated into the classroom (Hott, Berkeley,
Fairfield, & Shora, 2017). These gaps may exist for a mul-
titude of reasons, including but not limited to (a) clear sep-
arateness between research and practice communities, (b)
lack of practical interventions that can be easily incorpo-
rated into the classroom, and (c) lack of ongoing opportuni-
ties for professional development or collaboration between
researchers and practitioners (Van Ingen, Alvarez McHatton,
& Vomvoridi-Ivanovic, 2016).
With growing caseloads, increasing paperwork
demands, and pressure from parents and administrators to
produce results, teachers are looking for effective strate-
gies. Far too often, teachers gravitate toward quick-fix
practices that are popular and claim to produce results.
These promised new ways claim to deliver beneficial out-
comes that are less stressful, lower in cost, easier to imple-
ment, and less risky than previous interventions (Schreck,
Russell, & Vargas, 2013). New fads are implemented and
tossed aside, with no actual student improvement. With
increasing demands and limited time, teachers do not
always look to the research to determine whether these
interventions are worthwhile and scientifically validated.
Increases in diagnoses, especially in autism, have led to
increases in the number of treatments that are not sup-
ported by quality research (Zane, Davis, & Rosswurm,
2008). The use of these treatments wastes time that could
be better spent supporting student growth and progress.
Examples of current trends that do not have solid research
backing include (a) mindfulness exercises to improve aca-
demic performance (Burke, 2010), (b) use of tinted lenses
(Hyatt, Stephenson, & Carter, 2009) to help students with
dyslexia, (c) sensory integration therapy for students with
autism (Lang et al., 2012), (d) instruction tailored to meet
students learning styles (Willingham, Hughes, &
Dobolyi, 2015), and (e) use of high-tech educational apps,
which are often not designed with principles of effective
instruction in mind (Boone & Higgins, 2007). Practitioners
adoption of these practices illustrates that well-meaning
819234 ISCXXX10.1177/1053451218819234Intervention in School and ClinicKonrad et al.
research-article2019
1The Ohio State University, Columbus, OH, USA
Corresponding Author:
Moira Konrad, PhD, The Ohio State University, A358 PAES Building, 305
Annie & John Glenn Ave., Columbus, OH 43210, USA.
Email: [emailprotected]
Fads or Facts? Sifting Through the Evidence to
Find What Really Works
Moira Konrad, PhD1, Caitlin J. Criss, MA1, and Alana Oif Telesman, MA1
Abstract
Despite the requirement that teachers implement evidence-based instruction in their classrooms, a significant research-to-
practice gap persists. Far too often, teachers resort to quick fixes found through online searches or rely on conventional
wisdom to make instructional decisions. This is no surprise as identifying evidence-based interventions can be time-
consuming, overwhelming, and confusing. Indeed, claims of practices being evidence based are ubiquitous, even for practices
that clearly lack evidence to support their efficacy. In addition, once an evidence-based practice is selected, the process for
implementing it and evaluating its effectiveness can be an additional challenge. The purposes of this article are to distinguish
between an evidence-based practice as an instructional strategy and evidence-based education as a problem-solving process
and to assist teachers in identifying, implementing, and evaluating evidence-based practices in their classrooms.
Keywords
evidence-based practice, evidence-based education, high-incidence disabilities, data-based decision making
https://us.sagepub.com/en-us/journals-permissions
https://isc.sagepub.com
mailto:[emailprotected]
http://crossmark.crossref.org/dialog/?doi=10.1177%2F1053451218819234&domain=pdf&date_stamp=2019-01-28
Konrad et al. 273
teachers are often confused about where to start or how to
select an appropriate intervention.
The purposes of this article are to (a) distinguish between
evidence-based practice as a specific treatment or strategy
and evidence-based education as a problem-solving process
and (b) describe steps and resources to assist teachers as they
adopt an evidence-based approach to teachingan approach
that will yield improved academic and social outcomes for
their students with high-incidence disabilities.
Evidence-Based Practice or Evidence-
Based Education?
The term evidence-based practice has become ubiquitous
(Cook & Cook, 2013; Detrich, 2008)it seems everything
is evidence based now. Even those who have solid criteria
for identifying a practice as evidence based are not in agree-
ment about what it means, and far more problematic is pub-
lishers, and even researchers, using the term to describe
practices that have not been found to be effective. Adding to
the confusion are the myriad other terms used to describe
recommended practices: research-based practice, empiri-
cally supported treatment, best practice, scientifically based
research, and high-leverage practice, just to name a few.
Detrich and Lewis (2012) suggested that it is limiting to
use the term evidence-based practice to describe a spe-
cific teaching practice that has met a specific set of eviden-
tiary criteria. A broader, more flexible definition of
evidence-based practice, according to Detrich (2008), is
teaching that includes three steps: (a) identifying a practice,
(b) implementing the practice, and (c) evaluating that prac-
tice. However, Cook and Cook (2013) noted that using the
term evidence-based practice in this way may be confusing
to educators and suggested the term evidence-based educa-
tion as an alternative. The term evidence-based education is
used throughout this article to refer to an approach to teach-
ing and problem solving in the classroom.
Evidence-Based Education: A Problem-
Solving Process
As educators work to close achievement gaps, it is critical
they identify, implement, and evaluate their practice. This
involves more than simply finding a practice that has been
deemed effective. It involves a scientific approach to educa-
tion and professional wisdom (Cook, Tankersley, &
Harjusola-Webb, 2008). Rather than simply taking a prac-
tice and blindly implementing it in their classrooms, teach-
ers should use their knowledge and previous experiences to
make judgments about how to best incorporate this practice
in their unique classrooms. What follows is a description of
this process. A checklist provided in Figure 1 can help
teachers as they embrace evidence-based education.
Step 1: Identify the Practice
Identifying an evidence-based practice (EBP) can be frus-
trating and time-consuming; sifting through the numerous
resources, books, and online search engines can be over-
whelming. Fortunately, there are resources (see Table 1)
teachers and other practitioners can keep in their toolkits to
identify effective practices for their classroom (e.g., meta-
analyses, expert panels, and clearinghouses). It should be
noted that these three types of resources are not mutually
exclusive; an expert panel, for instance, may conduct a
meta-analysis and/or develop and oversee a clearinghouse.
All three of these resources can guide educators in their
selection and evaluation of EBPs.
Meta-Analysis and Meta-Meta-Analysis
Using statistical analysis to synthesize findings from mul-
tiple studies into a comprehensive review is called meta-
analysis. Educators can refer to meta-analyses to determine
if a specific intervention has been shown to work with stu-
dents similar to those in their classrooms or compare vari-
ous interventions to identify the ones with the most robust
effects. Some meta-analyses that have been conducted in
the field of special education include Therriens (2004)
review of repeated reading, Kroesbergen and Van Luits
(2003) review of math interventions, Gillespie and
Grahams (2014) review of writing interventions, and
Murawski and Swansons (2001) review of coteaching. For
more examples of meta-analyses and discussion of how to
use meta-analysis as a guide for intervention selection, see
Banda and Therrien (2008).
Hattie (2009) took meta-analysis further by conducting a
comprehensive meta-meta-analysis (i.e., an analysis of
meta-analyses) to identify and compare influences related
to learning outcomes. Using information gathered from
over 1,200 meta-analyses across the field of education,
Hattie determined the efficacy of these influences based on
their outcomes and ranked them according to their effec-
tiveness. In a 2017 update, he listed 256 influences in order
of most effective to least effective. Many of the strategies
Hattie found to be effective can be applied broadly across
different subjects, interventions, and teaching methods.
Expert Panels
When looking for effective practices, teachers can also use
information from an expert panela group of individuals
from the field that work collaboratively to outline effective
practices. The Council for Exceptional Children (CEC) fre-
quently convenes expert panels to disseminate information to
educators. For example, CEC and the Center for Collaboration
for Effective Educator Development, Accountability, and
Reform (CEEDAR; McLeskey et al., 2017) convened an
274 Intervention in School and Clinic 54(5)
expert panel of practitioners, researchers, and advocates to
outline effective practices for special education teachers and
teacher candidates, which resulted in publication of High-
Leverage Practices in Special Education. The high-leverage
practices (HLPs) include 22 effective practices for school-
age special education teachers organized into four categories:
collaboration, assessment, social/emotional/behavioral prac-
tices, and instruction (McLeskey et al., 2017). Other exam-
ples of expert panels include the National Reading Panel, the
National Mathematics Advisory Panel, and the National
Standards Project.
Clearinghouses
Educators can also access national clearinghouses, which
house findings from literature reviews conducted to deter-
mine the effectiveness of interventions. Often clearinghouse
reports will present both the quality and quantity of research
to determine if there is enough evidence to rate intervention
effectiveness. National clearinghouses may focus on a
specific population (e.g., the National Clearinghouse on
Autism Evidence and Practice) or include a more compre-
hensive list of educational interventions for all students (e.g.,
What Works Clearinghouse [WWC]). The Results First
Clearinghouse Database (see Table 1) contains data from
eight different national clearinghouses to identify EBPs for
educators and policy makers. As of June 2018, the Results
First Clearinghouse included information on over 2,800 pro-
grams focused on education and social change. Users can
search the database by intervention name, age, setting, and
effectiveness. Practitioners can also search for interventions
they are currently using to determine their effectiveness.
