Abstract
Educators and specialists are required to teach children using “scientifically based research” (§ 1208(6)(37), No Child Left Behind Act of 2001) or “to the extent practicable, special education and related services will be based on peer-reviewed research” (§ 614 (d)(10)(A)(i)9IV) of the Individuals with Disabilities Education Improvement Act, 2004). This has caused many educators to ponder the methods used to select and provide interventions for students. Choosing the “best practice” for teaching has always been difficult. It is intensified for students who have been identified as having special needs. How can we be sure that what we offer students is based on peer-reviewed research or appropriate evidence?
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