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Although researchers in special education have made significant advances in defining and identifying evidence-based practices, scholars often constitute an insular group that disseminates research findings primarily through outlets and venues targeting like-minded researchers using traditional approaches. Thus, despite tangible results in determining what works, using dissemination approaches that fail to resonate with or influence practitioners represents an important but often overlooked contributor to the ongoing research-to-practice gap in special education. The authors argue that empirical and theoretical literature outside of special education may offer insight into how ideas take hold, which may be especially relevant to the effective dissemination of evidence-based practices. Drawing on Heath and Heath's (2008) model, the authors describe 6 characteristics of messages that are likely to "stick": (a) simple, (b) unexpected, (c) concrete, (d) credible, (e) emotional, and (f) stories. The authors consider each in terms of implications for dissemination of special education research findings, and urge special education researchers to consider researching, refining, and applying dissemination strategies that can make special education research matter on a broader scale. [ABSTRACT FROM AUTHOR]

The article discusses the use of evidence-based practice (EBP) in teacher-parent collaboration in U.S. special education for students with disabilities. The authors discuss EBP's emphasis in U.S. educational legislation such as the Individuals With Disabilities Education Act (IDEA), specifically IDEA's response to intervention (RTI) approach for identifying learning disabilities. Topics include the importance of involving parents in decisions about EBP in special education, EBPs impact on student outcomes, as well as explanations of EBP research design and literature reviews.

Different research designs answer different questions. Educators cannot use nonexperimental quantitative research designs, such as descriptive surveys and correlational research, to determine definitively that an intervention causes improved student outcomes and is an evidence-based practice. However, such research can (a) inform educators about a number of issues related to the education of students with disabilities and (b) guide experimental research efforts that can more definitively determine whether a practice is evidence based. Additionally, in the absence of relevant, high-quality experimental research, special educators can use some types of correlational research as the best available evidence to guide their instructional and curricular decision making. [ABSTRACT FROM AUTHOR]

Using evidence-based practices, or those instructional techniques shown by research to improve student outcomes meaningfully, increases the performance of students with disabilities and should therefore be a priority for special educators. But how does a practice come to be considered evidence based? The unique characteristics of group experimental research (i.e., the use of a meaningful comparison group and the active manipulation of an intervention) allow research consumers to conclude whether an intervention causes desired changes in student outcomes. As such, group experimental research is one type of research that is well suited to determine evidence-based practices. Examples of group experimental research are provided from the contemporary special education literature. [ABSTRACT FROM AUTHOR]

There has been an increasing focus on evidence-based practices in special education with efforts underway to authoritatively identify those practices that are evidence based. However, the identification of evidence-based practices is only the beginning of the process of implementing evidence-based special education. The professional wisdom of special educators will be necessary for evidence-based practices to be implemented effectively and result in improved outcomes for students with disabilities. Specifically, special educators will have to apply their professional wisdom in (a) selecting and adapting evidence-based practices to their students' learning needs and goals, their own teaching strengths, and the educational environments in which the practice will be implemented; (b) assessing the effects of evidence-based practices; and (c) integrating effective teaching techniques in the delivery of evidence-based practices. [ABSTRACT FROM AUTHOR]

A major tenet of both the Individuals with Disabilities Education Act and the No Child Left Behind Act is the identification and use of evidence-based practices, or those instructional techniques shown by research as most likely to improve student outcomes meaningfully. However, much confusion exists regarding the meaning and potential applications of evidence-based practices in special education. Evidence-based practices are traditionally supported by the findings of multiple, high-quality, experimental research studies. Rather than changing the nature of teaching or limiting teachers to following prescribed methods, prioritizing evidence-based practices will allow teachers to maximize the impact of their instructional efforts. [ABSTRACT FROM AUTHOR]

The article presents information about several articles within the issue, including one on evidence-based practice in special education and another on single-subject research.