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Direct linkMarissa J. Filderman; Samantha A. Gesel – TEACHING Exceptional Children, 2024
Data-based decision making (DBDM) is a process of using student data to inform instructional decisions and intensify intervention for students whose data indicate inadequate academic and behavioral progress. Data teams, an important structure for DBDM, are a collaborative group of school faculty who meet to systematically analyze student data,…
Descriptors: Evidence Based Practice, Decision Making, Data Use, Intervention
Marissa J. Filderman; Alicia A. Stewart; Allie M. Cramer; Sarah S. Hughes-Berheim; Elizabeth Swanson – Remedial and Special Education, 2025
Many students in the upper elementary grades and beyond uniquely struggle with reading comprehension, necessitating explicit instruction and remediation in this area. This U.S. study used data-based decision-making (DBDM), a research-based systematic approach to student data collection and analysis, to intensify the evidence-based Strategies for…
Descriptors: Reading Comprehension, Data Use, Decision Making, Intervention
Kathleen Margaret Conley – ProQuest LLC, 2021
Analysis of the variables that affect use of evidence-based and promising innovations in education has led to an emerging literature base addressing sustainability or the potential for sustained implementation over time. Examining the experiences of schools actively engaged in implementing evidence-based innovations holds promise for identifying…
Descriptors: Evidence Based Practice, Sustainability, Fidelity, Data Use
Hatch, Trish; Hartline, Julie – Corwin, 2021
In this new edition of a bestseller, school counseling scholar and advocate Trish Hatch and National School Counselor of the Year Julie Hartline provide school counselors with new ways for moving from reactive to proactive and from random to intentional counseling. By using data to determine what all students deserve to receive and when some…
Descriptors: School Counseling, School Counselors, Counseling Techniques, Data Use
Truckenmiller, Adrea J.; Brehmer, Julie S. – Reading & Writing Quarterly, 2021
Implementation of Tier 2 or supplemental reading intervention for students who struggle with reading in elementary schools is a nearly universal practice in the United States. Resources exist for assisting schools with selecting evidence-based interventions. However, there are many more explicit and implicit decisions that schools make when…
Descriptors: Reading Instruction, Supplementary Education, Intervention, Elementary School Students
Lana Shklyar Nenide; Kate Sweeney; Gerard Costa; Neal M. Horen; Robert M. Corso; Jordana Ash, Contributor; Lynette Aytch, Contributor; Julie Betchkal, Contributor; Jean Budd, Contributor; Margo Candelaria, Contributor; Corinne G. Catalano, Contributor; Kimberly P. Diamond-Berry, Contributor; Faith Eidson, Contributor; Brandy Fox, Contributor; Keri Giordano, Contributor; Amy Hunter, Contributor; Harleen Hutchinson, Contributor; Nucha Isarowong, Contributor; Ashley McCormick, Contributor; Kelli McDermott, Contributor; Kaitlin Mulcahy, Contributor; Carmen Rosa Noroña, Contributor; Nichole Paradis, Contributor; Rebecca Parlakian, Contributor; Lindsay J. Pearson, Contributor; Thomas Rendon, Contributor; Julia Sayles, Contributor; Jayne Singer, Contributor; Staci Sontoski, Contributor; Kristin Tenney-Blackwell, Contributor; Mary Louise Hemmeter, Contributor – Brookes Publishing Company, 2025
Infant Mental Health (IMH) and the Pyramid Model (PM) are two frameworks with an important common goal: supporting the mental health and social-emotional well-being of infants, young children and their families. For the first time ever, one book integrates these two frameworks to create a more effective, knowledgeable, and responsive early…
Descriptors: Infants, Models, Mental Health, Diversity Equity and Inclusion
Petrescu, Claudia; Ellena, Adriano Mauro; Fernandes-Jesus, Maria; Marta, Elena – Youth & Society, 2022
Using the policy narrative framework, this article examines the pathways through which the development of policies (related to rural/small towns young NEETs in various EU countries) are based on evidence. To do this, we consider the Youth Guarantee (YG), an EU program (2014-2020) developed in several member countries with the aim of…
Descriptors: Out of School Youth, Unemployment, Public Policy, Foreign Countries
Sarah E. Long – ProQuest LLC, 2021
Missing values that fail to be appropriately accounted for may lead to reduced statistical power, biased estimators, reduced representativeness of the sample, and incorrect interpretations and conclusions (Gorelick, 2006). The current study provided an ontological perspective of data manipulation by explaining how statistical results can…
Descriptors: Statistics, Data Use, Student Records, School Holding Power
Ledford, Jennifer R.; Lambert, Joseph M.; Barton, Erin E.; Ayres, Kevin M. – Focus on Autism and Other Developmental Disabilities, 2021
Identifying potentially effective practices for improving outcomes for individuals with autism spectrum disorder (ASD) is a complex process. In this article, we respond to recent reviews of evidence-based practices for individuals with ASD. We identify possible problems and make suggestions in relation to identifying well-specified practices,…
Descriptors: Autism, Pervasive Developmental Disorders, Intervention, Evidence Based Practice
Eber, Lucille; Barrett, Susan; Scheel, Nicholas; Flammini, Ami; Pohlman, Katie – Center on Positive Behavioral Interventions and Supports, 2020
As educators have become increasingly aware of the impact of trauma on the school success of children and youth, they have been investing in professional development about how to address childhood trauma in schools. However, evaluation to support evidence of impact are lacking. This Guide describes how to integrate trauma-informed approaches into…
Descriptors: Trauma, Positive Behavior Supports, Intervention, Social Development
Download full textWei, Thomas; Johnson, Erica – National Center for Education Evaluation and Regional Assistance, 2020
"The Every Student Succeeds Act" encourages educators to use school improvement strategies backed by rigorous research. This snapshot, based on national surveys administered in 2018, describes what guidance states provided on improvement strategies and how districts selected such strategies in lowest-performing schools. Most states…
Descriptors: Educational Legislation, Federal Legislation, Elementary Secondary Education, Evidence Based Practice
Center on Positive Behavioral Interventions and Supports, 2022
This practice guide is an updated version of "Supporting and Responding to Behavior: Evidence-based Classroom Strategies for Teachers" (see ED619696) that replaces, rather than supplements, the first version. This guide summarizes evidence-based, positive, and proactive practices that support and respond to students' social, emotional,…
Descriptors: Evidence Based Practice, Student Behavior, Intervention, Classroom Techniques
Metz, Allison; Louison, Laura; Burke, Katie; Albers, Bianca; Ward, Caryn – National Implementation Research Network, 2020
This profile outlines the guiding principles and core competencies needed to build the capacity of practitioners and communities to effectively implement evidence in health and human services. Implementation support practitioners (ISP) are professionals who support organizations, leaders, and staff in their implementation of evidence-informed…
Descriptors: Program Implementation, Health Services, Human Services, Capacity Building
Lery, Bridgette; Haight, Jennifer Miller; Roscoe, Joseph N. – Journal of Social Work Education, 2020
This article describes how a university and public child welfare agency partnership and a federal demonstration project trained MSW and PhD social welfare students in homelessness intervention research using a continuous quality improvement approach. Over a period of 5 years, the Cal-Child Welfare Leadership Training model between University of…
Descriptors: Graduate Students, Program Evaluation, Homeless People, Child Welfare
Council for Exceptional Children, 2021
The Council for Exceptional Children (CEC) recognizes the positive influence that a Multi-Tiered System of Supports (MTSS) framework can have on improving the education of all children, the roles of special educators, and the special education system, by providing a structure to organize practices based on data, evidence and research. The MTSS…
Descriptors: Evidence Based Practice, Student Needs, Problem Solving, Student Behavior
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