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The gap between research and practice in special education places an artificial ceiling on the achievement of students with learning and behavioral disabilities. Evidence-based practices (EBPs) are instructional practices shown by bodies of sound research to be generally effective. They represent a possible means to address the research-to-practice gap by identifying, and subsequently implementing, the most effective instructional practices on the basis of reliable, scientific research. In this chapter, we provide a context for the subsequent chapters in this volume by (a) defining and describing EBPs, (b) recognizing some of important limitations to EBPs, (c) introducing a number of ongoing issues related to EBPs in the field of learning and behavioral disabilities that are addressed by chapter authors in this volume, and (d) briefly considering a few emerging issues related to EBPs that we believe will become increasingly prominent in the near future.

Evidence-based practice is an essential component of special education and provides a framework for promoting the use of research to inform policy and practice. Despite the importance of evidence-based practice to special education, the research-to-practice gap remains a persistent challenge to the successful dissemination of effective, research-based practices. Given the underuse of research in special education, the next big thing in evidence-based special education is to develop effective mechanisms for disseminating research and practice. The purpose of this paper is, therefore, to introduce research utilization as a concept to special education and present a preliminary analysis on special education teacher perceptions of research. Results suggest that special education teachers value evidence-based practice but remain unsure of their skills to distinguish between studies with more and less rigorous methods. Moreover, we found that special education teachers tended to use sources with lower self-reported ratings of trustworthiness, such as social media and teacher exchange websites, due to time efficiency and accessibility. Respondents provided recommendations for ameliorating the research-to-practice gap and increasing the usability of research overall.

A translation framework and associated processes and activities for bridging the research-to-practice gap in early childhood intervention are described. Translational processes and activities include methods and procedures for identifying evidence-based practices, translating findings from research evidence into early childhood intervention procedures, and promoting practitioners’ and parents’ routine use of the practices. The framework includes four interrelated processes and activities. Type 1 translation uses research findings to develop evidence-based practices. Type 2 translation involves the use of evidence-based professional development (implementation) practices to promote practitioners’ and parents’ use of evidence-based early childhood intervention practices. Type 3 translation includes activities to evaluate whether the use of evidence-based practices as part of routine early intervention have expected benefits and outcomes. Type 4 translation includes activities for the dissemination, diffusion, and promotion of broad-based adoption and use of evidence-based practices. Examples of each type of translation are described as are implications for practice.

This chapter examines evidence-based practice in the Australian education system, with particular reference to special education. Initially a brief overview of the Australian education system will be provided, followed by consideration of the incorporation of the concept of evidence-based practice into Australian educational policy at both national and state level. Subsequently, Australian teacher registration and teacher education program accreditation standards will be examined with regard to the adoption of evidence-based practice. We then describe the use of evidence-based practices in teacher education programs, particularly in the area of classroom and behavior management and in special education/inclusion subjects. We will overview several research studies to illustrate the degree of penetration of the concept of evidence-based practice into educational systems and teaching practice. Although we found little evidence of a commitment to evidence-based practice in Australian education systems beyond rhetoric, we are cautiously optimistic that increasing emphasis will be given to the use of empirical evidence in the future.

Ambiguities in the term ‘evidence‐based practice’ (EBP) are often used to hide some of the tensions within the idea itself. This article seeks to clarify what EBP means and how evidence and knowledge can contribute to the development of children's services. It acknowledges the ‘implementation gap’ between evidence‐based practice and evidence‐based practitioners, and discusses two contrasting perspectives on the problem and its solution. For ‘disseminators’ the primary issue is better translation of findings into practice, illustrated here by the work of the National Institute of Health and Clinical Excellence (NICE). ‘Revisionists’ look beyond obstacles and drivers to implementation and instead advocate looking again at the relationship between research and practice and propose a number of radical proposals for how this relationship can be re‐envisioned.

Over the past 30 years, researchers have documented effective, theory‐based programmes and practices that improve the health and well‐being of children. In order to produce measurable improvements in public health, such practices must be institutionalised; however, there are a number of barriers to translating what we know from science to what we do in practice. In the present article, we discuss a number of those barriers, including: cultural differences between those who espouse a public health, prevention science approach versus those who espouse a strengths‐building, health promotion approach; practical difficulties in documenting the evidence base for existing or newly developed programmes and practices; and inflexibility of standardised programmes and resulting insensitivity to local contexts. We discuss common ground between prevention and promotion perspectives and highlight emerging methods that facilitate the adoption of science‐based practice into community‐based services.

Evidence‐based information practice is an important paradigm that is now emerging in mainstream information work from within healthcare information. This paper aims to provide an introduction to the concept before considering the imperative for practitioners to use insights from research within their professional practice and day‐to‐day decision making. The importance of a focused question and a systematic approach to critical appraisal are rehearsed and similarities with the domain of information systems are briefly considered. The paper concludes with state‐of‐the‐art observations from a recent conference in Canada and recommendations for further development of the paradigm. The objective is to achieve the eventual extinction of the concept through complete integration as simply another tool for reflective practice.

The demand for evidence‐based health practices has created a cultural challenge for Indigenous people around the world. This paper reports on the history and evolution of evidence‐based care into its mainstream status within the behavioural health field. Through the leadership of an Alaska Native tribal organisation, an international forum was convened to address the challenges of evidence‐based practice for Indigenous people. Forum participants developed a model for gathering evidence that integrates rigorous research with Indigenous knowledge and values. The model facilitates development of practices and programmes that are culturally congruent for Indigenous people, accepted and validated by the research community, and deemed supportable by private and governmental sponsors.

The purpose of this article is to explore the understanding and interpretation of evidence‐based practice among Sure Start centre managers.

Semi‐structured interviews were carried out with Children's Centre managers from one London borough.

The interviews highlighted the varied and, for some limited, view of evidence‐based practice. For many managers their understanding was confined to evidence generated locally rather than perceiving a role for externally‐generated evidence to support effective practice. Managers also highlighted the constraints they face in taking what some perceive to be an evidence‐based approach.

Although Sure Start Children's Centres are one of the main sites for delivering evidence‐based interventions to improve outcomes for young children and families in the UK, and despite Government announcements promoting the use of evidence‐based practice in these settings, little is known about the knowledge and interpretation of managers on this issue or the difficulties of translating ideas into practice on the ground. Thus, there is a danger that some of the potential benefits of evidence‐based practice may be lost if this disconnect between policy and practice is not addressed.

Alternative education settings (AES; i.e., self-contained alternative schools, therapeutic day treatment and residential schools, and juvenile corrections schools) serve youth with complicated and often serious academic and behavioral needs. The use of evidence-based practices (EBPs) and practices with Best Available Evidence are necessary to increase the likelihood of long-term success for these youth. In this chapter, we define three primary categories of AES and review what we know about the characteristics of youth in these schools. Next, we discuss the current emphasis on identifying and implementing EBPs with regard to both academic interventions (i.e., reading and mathematics) and interventions addressing student behavior. In particular, we consider implementation in AES, where there are often high percentages of youth requiring special education services and who have a significant need for EBPs to succeed academically, behaviorally, and in their transition to adulthood. We focus our discussion on: (a) examining approaches to identifying EBPs; (b) providing a brief review of EBPs and Best Available Evidence in the areas of mathematics, reading, and interventions addressing student behavior for youth in AES; (c) delineating key implementation challenges in AES; and (d) providing recommendations for how to facilitate the use of EBPs in AES.