BrownellM. T.SindelarP. T.KielyM. T.DanielsonL. C. (2010). Special education teacher quality and preparation: Exposing foundations, constructing a new model. Exceptional Children, 76, 357–377.
2.
CookB. G.CookS. C. (2013). Unraveling evidence-based practices in special education. Journal of Special Education, 47, 71–82. http://dx.doi.org/10.1177/0022466911420877
3.
CookB. G.TankersleyM.CookL.LandrumT. J. (2008). Evidence-based practices in special education: Some practical considerations. Intervention in School and Clinic, 44, 69–75. http://dx.doi.org/10.1177/1053451208321452
4.
CookB. G. (2014). A call for examining replication and bias in special education research. Remedial and Special Education, 35, 233-246. doi: 10.1177/0741932514528995
5.
DetrichR.LewisT. (2013). A decade of evidence-based education: Where are we and where do we need to go?Journal of Positive Behavior Interventions, 15, 214–220. http://dx.doi.org/10.1177/1098300712460278
6.
HornerR. H.CarrE. G.HalleJ.McGeeG.OdomS.WoleryM. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165–179.
7.
HospM. K.HospJ. L.HowellK. W. (2007). The ABCs of CBM: A practical guide to curriculum-based measurement. New York, NY: Guilford Press.
8.
KratochwillT. R.HitchcockJ. H.HornerR. H.LevinJ. R.OdomS. L.RindskopfD. M.ShadishW. R. (2013). Single-case intervention research design standards. Remedial and Special Education, 34, 26-38. http://dx.doi.org/10.1177/0741932512452794
9.
LloydJ. W.PullenP. L.TankersleyM.LloydP. A. (2006). Critical dimensions of experimental studies and research syntheses that help define effective practices. In CookB. G.SchirmerB. R. (Eds.), What is special about special education: Examining the role of evidence-based practices (pp. 136–153). Austin, TX: PRO-ED.
10.
McLaughlinM. J.RhimL. M. (2007). Accountability frameworks and children with disabilities: A test of assumptions about improving public education for all students. International Journal of Disability, Development, and Education, 54, 25–49. http://dx.doi.org/10.1080/10349120601149698
MustianA.MazzottiV. L.TestD. L. (2013). Disseminating evidence-based practices in secondary transition. Journal of Positive Behavior Interventions, 15, 197–204. http://dx.doi.org/10.1177/1098300712459355
13.
OdomS. L.BrantlingerE.GerstenR.HornerR. H.ThompsonB.HarrisK. R. (2005). Research in special education: Scientific methods and evidence-based practices. Exceptional Children, 71, 137–148.
14.
PuddyR. W.WilkinsN. (2011). Understanding evidence: Part 1. Best available research evidence. A guide to the continuum of evidence of effectiveness. Atlanta, GA: Centers for Disease Control and Prevention. Retrieved from http://www.cdc.gov/violenceprevention/pdf/understanding_evidence-a.pdf
15.
SackettD. L.StrausS. E.RichardsonW. S.RosenbergW.HaynesR. B. (2000). Evidence-based medicine: How to practice and teach EBM. Edinburgh, UK: Churchill Livingstone.
16.
TorresC.FarleyC. A.CookB. G. (2012). A special educator’s guide to successfully implementing evidence-based practices. Teaching Exceptional Children, 45(1), 64-73.
17.
YellM. L.ShrinerJ. G.KatsiyannisA. (2006). Individuals With Disabilities Education Improvement Act of 2004 and IDEA regulations of 2006: Implications for educators, administrators, and teacher trainers. Focus on Exceptional Children, 39(1), 1–24.