Chapter 10 Constructing Effective Instructional Toolkits: A Selective Review of Evidence-Based Practices for Students with Learning Disabilities

Abstract

Evidence-based practices have been shown to meaningfully improve learner outcomes by bodies of high-quality research studies and should therefore be prioritized for use in schools, especially with struggling learners such as students with learning disabilities. Although many resources are available on the internet with information about evidence-based practices, the magnitude and technical nature of the websites are often overwhelming to practitioners and are therefore not frequently used as part of the instructional decision-making process. In this chapter, we aim to provide a “one stop shopping experience” for readers interested in evidence-based practices for students with learning disabilities by reviewing five relevant website. Specifically, for each website we review (a) the procedures used to classify the evidence-based status of practices, (b) the classification scheme used to indicate the level of research support for practices, and (c) the practices reviewed for students with learning disabilities and their evidence-based classification. We conclude with a discussion of issues related to interpreting and applying information on evidence-based practices from these websites.

Citation

Santangelo, T.E., Ruhaak, A.E., Kama, M.L.M. and Cook, B.G. (2013), "Chapter 10 Constructing Effective Instructional Toolkits: A Selective Review of Evidence-Based Practices for Students with Learning Disabilities", Cook, B.G., Tankersley, M. and Landrum, T.J. (Ed.) Evidence-Based Practices (Advances in Learning and Behavioral Disabilities, Vol. 26), Emerald Group Publishing Limited, Bingley, pp. 221-249. https://doi.org/10.1108/S0735-004X(2013)0000026012

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