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Direct linkHitt, Sara Beth; Kwiatek, Stephen; Voggt, Ashley; Chang, Wen-hsuan; Gadd, Sonja; Test, David W. – Journal of Special Education, 2022
Because many websites claim to provide information about evidence-based practices (EBPs), consumers must know the information and practices are based upon quality research. Practitioners may intend to locate trustworthy online sources providing EBPs, but if those sources are not easy to navigate and lack implementation resources (i.e., are…
Descriptors: Web Sites, Information Sources, Evidence Based Practice, Credibility
Download full textRowe, Dawn A.; Mazzotti, Valerie L.; Fowler, Catherine H.; Test, David W.; Mitchell, Vickie J.; Clark, Kelly A.; Holzberg, Debra; Owens, Tosha L.; Rusher, Dana; Seaman-Tullis, Rachel L.; Gushanas, Christina M.; Castle, Hannah; Chang, Wen-Hsuan; Voggt, Ashley; Kwiatek, Stephen; Dean, Catie – Career Development and Transition for Exceptional Individuals, 2021
Transition education should be grounded in quality research. To do so, educators need information on which practices are effective for teaching students with disabilities transition-related skills. The purpose of this systematic literature review was to identify evidence-based and research-based practices in secondary special education and…
Descriptors: Students with Disabilities, Special Education, Secondary School Students, Evidence Based Practice
Brosh, Chelsi R.; Fisher, Larry B.; Wood, Charles L.; Test, David W. – Education and Training in Autism and Developmental Disabilities, 2018
Wong et al. (2014) conducted a comprehensive review of the literature published between 1990 and 2011 to identify practices for children, adolescences, and young adults diagnosed with autism spectrum disorders (ASD) that had sufficient empirical support to be considered evidence-based. Behavior momentum interventions (BMI), or high-probability…
Descriptors: Autism, Pervasive Developmental Disorders, Probability, Children
Test, David W.; Carter, Erik; Coyle, Jennifer; Seaman-Tullis, Rachel; Rusher, Dana; Odom, Samuel L. – Education and Training in Autism and Developmental Disabilities, 2020
Given the continuing poor post-school outcomes for students with ASD, combined with the limited number of current interventions to address the problem, the U.S. Department of Education, Office of Special Education and Rehabilitation Services'(OSERS) charged the National Technical Assistance Center on Transition (NTACT) with identifying and…
Descriptors: Autism, Pervasive Developmental Disorders, Secondary School Students, Transitional Programs
Test, David W.; Clark, Kelly A.; Rusher, Dana E. – New Directions for Adult and Continuing Education, 2018
This chapter describes evidence-based predictors and practices of postschool success for students with disabilities. Examples for implementation and implications for adult education practitioners as they design instruction and programming for individuals with disabilities are provided.
Descriptors: Disabilities, Evidence Based Practice, Success, Adult Education
Root, Jenny R.; Stevenson, Bradley S.; Davis, Luann Ley; Geddes-Hall, Jennifer; Test, David W. – Journal of Autism and Developmental Disorders, 2017
Computer-assisted instruction (CAI) is growing in popularity and has demonstrated positive effects for students with disabilities, including those with autism spectrum disorder (ASD). In this review, criteria for group experimental and single case studies were used to determine quality (Horner et al., "Exceptional Children" 71:165-179,…
Descriptors: Computer Assisted Instruction, Autism, Pervasive Developmental Disorders, Evidence Based Practice
Test, David W.; Fowler, Catherine H. – Rural Special Education Quarterly, 2018
Depending on which date is attributed to the birth of secondary transition, it can be considered anywhere from 27 to 57 years old. No matter which date is used, it has been a while since the field "took stock" of itself. Therefore, the purpose of this article is to (a) briefly summarize where the field of secondary transition has been;…
Descriptors: Rural Schools, Secondary Education, Transitional Programs, Articulation (Education)
Response Cards as a Strategy for Increasing Opportunities to Respond: An Examination of the Evidence
Schnorr, Crystalyn I.; Freeman-Green, Shaqwana; Test, David W. – Remedial and Special Education, 2016
This study evaluated the quality of the research and evidence base for using response cards to increase opportunities to respond (OTR) for students with and without disabilities at the elementary level (i.e., kindergarten through Grade 5). Using quality indicator criteria for single-case research, six single-case studies investigating response…
Descriptors: Teaching Methods, Responses, Elementary School Students, Kindergarten
