Jenifer Russell Trinity School

Transcription

1 Jenifer Russell Trinity School

2 Why use evidence-based practices What constitutes evidence-based practice Where to find the evidence How to evaluate the quality of the evidence Current best practices with students with developmental disabilities

3 Wastes valuable, limited resources Impedes student progress Can cause harm to vulnerable students

4 Requires the use of evidence based practices to improve learning outcomes Heavy emphasis on utilizing instructional procedures, interventions, and curricula that have been demonstrated as effective by scientifically based research. research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs.

5 Requires that IEPs recommend services supported by scientifically-based research A student s failure to respond to scientific research-based interventions may be a criterion for identifying a specific learning disability

6 But What do they mean??? How do we do it???

7 Many practices/interventions/methods say evidence based Many flavors of evidence All claimed to be effective by someone Popularity does not equal truth Enthusiasm is no substitute for evidence

8 Some evidence is better than others Personal accounts General consensus Expert opinions Uncontrolled and/or poorly controlled studies Clinical studies Semi-randomized trials Single case designs Randomized, controlled study

9 Here is what we look for High standard of proof Accepted treatment by the professional community Socially significant effect size Looking for an effect size >.5 Social validation by research community & consumer Replication by different researchers Worthwhile for the consumer

10 1999- New York State Department of Health, Early Intervention Division published clinical practice guidelines for kids with ASD 2001-National Research Council s Committee on Educational Interventions for Children with Autism published a report attempting to identify the best available treatment programs

11 Multi-year project Identify the level of research support of interventions Help parents, educators & service providers make treatment decisions Identify limitations of research of existing treatments Examined 775 research articles published in the educational and behavioral literature between Peer reviewed journals in English Treatments that could be implemented in schools Had empirical data

12 Evaluated the scientific merit of each study by giving a 0-5 rating to following components Research design Measurement of dependent variable Measurement of independent variable Participant ascertainment Generalization of treatment effects Rated treatment effects Beneficial Ineffective Adverse Unknown

13 Degree to which experimental control was demonstrated Did intervention cause the change? Number of participants and/or groups Group Single subject Attrition & treatment disruption Participant drop out Reasons treatment stopped Type of research design Comparison group? Random assignment?

14 Type of measurement Observation Subjective Accuracy & reliability of data Data collectors measure the same way & get same result Data measures what it is supposed to Direct measurement Indirect measurement Measurement system used Standardized instruments Created for this Blind/independent data collectors Don t know who got what treatment Data is collected by 2 people independently

15 Study can be replicated Another researcher can carry out the procedures Treatment fidelity Did the protocol as designed Measurement of fidelity How many sessions was treatment fidelity measured

16 How participants were determined to be eligible Diagnosis by qualified professional Diagnosis confirmed How criteria were set Who did screening

17 Demonstrated effects of treatment across multiple conditions Time, settings, stimuli, responses, people Type of data for this Probe Objective Subjective Replication With other participants Other researchers

18 Comprehensive manual assessing the scientific research supporting educational and behavioral treatments Labeled interventions Established-sufficient evidence of beneficial effects Emerging- 1+ studies show evidence of beneficial effects, but more high-quality studies are needed Unestablished-little or no evidence of effectiveness Ineffective/Harmful-sufficient evidence treatment is ineffective or harmful

19 11 established treatments 22 emerging treatments 5 unestablished treatments 0 ineffective/harmful treatments

20 Antecedent package Behavioral package Comprehensive behavioral treatment for young children Joint attention intervention Modeling Naturalistic teaching strategies Pivotal response treatment Schedules Self-management Story-based intervention package

21 AAC Cognitive behavioral intervention Developmental relationship-based treatment Exercise Exposure package Imitation-based interaction Initiation training Language production training Language production and understanding training Massage/touch therapy Multi-component package

22 Music therapy Peer-mediated instruction PECS Reductive package Scripting Sign instruction Social communication intervention Social skills package Structured teaching Technology-based treatment Theory of Mind training

23 Academic interventions Auditory Integration Training Facilitated Communication Gluten-free/Casein-free diet Sensory Integrative Package

24 Based on the research, no treatments fell into this category This does NOT mean that ineffective or harmful treatments do not exist! Research on ineffective/harmful interventions typically stops Did not include all interventions Not published in peer reviewed journals Not evaluated scientifically Other scientific research & reviewers have found some interventions ineffective/harmful

25 Implement established treatments Won t produce universally favorable outcomes for every student Consider emerging treatments When established treatments are not producing favorable outcomes If team determines established treatments are not appropriate Do not use unestablished treatments until additional research shows them to be effective

26 Monitor the effectiveness Student progress Group Achievement in relation to standards Improvement from past performance Individually Skill acquisition Behavior Monitor the implementation Treatment fidelity

27 Journal of Applied Behavior Analysis Behavior Analysis in Practice Journal of Autism and Developmental Disorders Developmental Disabilities Bulletin Education and Training in Developmental Disabilities Behavioral Interventions Journal of Positive Behavior Intervention Exceptional Children Mental Retardation Journal of Special Education Focus on Autism and Other Developmental Disabilities Behavior Modification Journal of Communication Disorders

28 National Standards Report s%20report.pdf The Wing Institute What Works Clearinghouse Best Evidence Encyclopedia Promising Practices Network Coalition for Evidence-based Policy

29 Feel free to contact me with questions or for more info Jenifer Russell Trinity School W. Lincoln Highway New Lenox IL x118

30 Bailey, J. Re: [TBA] evidence-based practice. Teaching Behavior Analysis listserv. TBA- (17 July 2012). Colorado Department of Education. (2011). Fast facts: Evidence-based practices. Denver, CO. Green, G. Evidence-based practice in ASD. Virginia Institute of Autism. Charlottesville, VA. 28 April Autism Speaker Series. Individuals with Disabilities Education Improvement Act of 2004, Pub. L. No National Autism Center. (2009). National standard s report- Addressing the need for evidence-based practice guidelines for autism spectrum disorders. Randolph, MA: Author No Child Left Behind Act of 2001, Pub. L. No