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Abstract

Scholars in special education and related fields have developed and applied standards for classifying evidence-based practices (EBPs). Although many EBPs in special education have been identified by researchers applying one or more sets of EBP standards in systematic reviews published in peer-reviewed journal articles, this literature has yet to be synthesized. The purpose of this paper is to examine the classification of instructional practices in targeted EBP reviews published in peer-reviewed journals. A systematic review of literature identified 117 targeted EBP reviews published between 2005 and 2021, in which we identified 32 practices that were solely classified as EBPs. The findings of this review underscore the importance of conducting and reporting methodologically sound research to expand and clarify the evidence base for practices in special education. Implications for practitioners include the need to prioritize practices using the best available evidence while remaining critical consumers of emerging research.

Keywords

Evidence-based practices Exceptionalities Instruction Behavior

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A Comprehensive Systematic Review of Targeted Evidence-Based Reviews in Special Education

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