Research to Practice

Boardman A. G. Arguelles M. E. Vaughn S. Hughes M. T. Klinger J. (2005). Special education teachers’ views of research-based practices. Journal of special Education, 39, 168-180.

Bradley B. A. Reinking D. (2011). Enhancing research and practice in early childhood through formative and design experiments. Early Child Development and Care, 181, 305-319.

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Collins S. Salzberg C. (2005). Scientifically based research and students with severe disabilities: Where do educators find evidence-based practices? Rural Special Education Quarterly, 24, 60-65.

Cook B. G. Schirmer B. R. (Eds.). (2006). What is special about special education: The role of evidence-based practices. Austin, TX: PRO-ED.

Dynarski M. (2008). Researchers and educators: Allies in learning. Educational Leadership, 66(4), 48-53.

Individuals with Disabilities Education Improvement Act, 20 U.S.C. § 1400 et seq. (2004) (reauthorization of the Individual with Disabilities Education Act of 1990)

Jones M. L. (2009). A study of novice special educators’ views of evidence-based practices. Teacher Education and Special Education, 32, 101-120.

Kretlow A. G. Blatz S. L. (2011). The ABCs of evidence-based practice for teachers. Teaching Exceptional Children, 43(5), 8-19.

Mesibov G. B. Shea V. (2011). Evidence-based practices and autism. Autism, 15, 114-133. doi:10.1177/136236130934807010.1177/1362361309348070

National Center on Response to Intervention. (March 2010). Essential components of RTI—A closer look at response to intervention. Washington, DC: U.S. Department of Education, Office of Special Education Programs, National Center on Response to Intervention.

National Reading Panel. (2000). Report of the national Reading Panel: Teaching children to read. Reports of the subgroups. Retrieved from http://www.nichd.nih.gov/publications/nrp/report.cfm

No Child Left Behind Act, 20 U.S.C. 70 § 4301 et seq. (2002)

Odom S. Brantinger E. Gersten R. Horner R. Thompson B. Harris K. (2005). Research in special education: Scientific methods and evidence-based practices. Exceptional Children, 71, 137–148.

Odom S. L. Brown W. H. Frey T. Karasu N. Smith-Canter L. L. Strain P. S. (2003). Evidence-based practices for young children with autism: Contributions for single-subject design research. Focus on Autism and Other Developmental Disabilities, 18, 166–175.

Odom S. L. Collet-Klingenberg L. Rogers S. J. Hatton D. D. (2010). Evidence-based practices in interventions for children and youths with autism spectrum disorders. Preventing School Failure, 54, 275-282. doi:10.1080/1045988100378550610.1080/10459881003785506

Porter A. McMaken J. (2009). Making connections between research and practice. Phi Delta Kappan, 91, 61-64.

Smith G. J. Tutor C. R. Cook B. G. (2010). Using teacher narratives in the dissemination of research-based practices. Intervention in School and Clinic, 46(2), 67-70. doi:10.1177/105345121037530110.1177/1053451210375301

Sugai G. Horner R. H. (2002). The evolution of discipline practices: School-wide positive behavior supports. Child and Family Behavior Therapy, 24, 23-50.

Vanderlinde R. van Braak J. (2010). The gap between educational research and practice: Views of teachers, schools, leaders, intermediaries and researchers. British Educational Research Journal, 36, 299-316.

Volonino V. Zigmond N. (2007). Promoting research-based practices through inclusion? Theory Into Practice, 4, 291-300.

What Works Clearinghouse. (2004). A trusted source of scientific evidence of what works in education. Retrieved from http://ies.ed.gov/ncee/wwc/aboutus/