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Evidence-Based Reviews: How Evidence-Based Practices are Systematically Identified

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Bibliographic Details
Title: Evidence-Based Reviews: How Evidence-Based Practices are Systematically Identified
Language: English
Authors: Cook, Bryan G. (ORCID 0000-0001-9294-0873), Collins, Lauren W., Cook, Sara Cothren (ORCID 0000-0002-5521-2778), Cook, Lysandra
Source: Learning Disabilities Research & Practice. Feb 2020 35(1):6-13.
Availability: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Peer Reviewed: Y
Page Count: 8
Publication Date: 2020
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Evidence Based Practice, Literature Reviews, Standards, Special Education, Learning Disabilities, Identification, Educational Practices
DOI: 10.1111/ldrp.12213
ISSN: 0938-8982
Abstract: Evidence-based reviews are a type of systematic literature review used to identify evidence-based practices. When conducting an evidence-based review, researchers apply predetermined standards to identify evidence-based practices--practices that have been shown to reliably improve an outcome for a population of learners, according to evidence from a body of rigorous, experimental studies. In this article, we describe evidence-based reviews, provide an overview of one set of evidence standards used in special education, and describe important caveats and considerations related to evidence-based reviews. We conclude with two examples of evidence-based reviews in the field of learning disabilities. Our take-home message is that evidence-based reviews are a trustworthy approach for identifying generally effective instructional practices--but no practices, not even evidence-based practices, are effective for all learners.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1243583
Database: ERIC
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Abstract:Evidence-based reviews are a type of systematic literature review used to identify evidence-based practices. When conducting an evidence-based review, researchers apply predetermined standards to identify evidence-based practices--practices that have been shown to reliably improve an outcome for a population of learners, according to evidence from a body of rigorous, experimental studies. In this article, we describe evidence-based reviews, provide an overview of one set of evidence standards used in special education, and describe important caveats and considerations related to evidence-based reviews. We conclude with two examples of evidence-based reviews in the field of learning disabilities. Our take-home message is that evidence-based reviews are a trustworthy approach for identifying generally effective instructional practices--but no practices, not even evidence-based practices, are effective for all learners.
ISSN:0938-8982
DOI:10.1111/ldrp.12213