TY  - CHAP
AB  - 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.
VL  - 26
SN  - 978-1-78190-429-9, 978-1-78190-430-5/0735-004X
DO  - 10.1108/S0735-004X(2013)0000026012
UR  - https://doi.org/10.1108/S0735-004X(2013)0000026012
AU  - Santangelo Tanya E.
AU  - Ruhaak Amy E.
AU  - Kama Michelle L.M.
AU  - Cook Bryan G.
ED  - Bryan G. Cook
ED  - Melody Tankersley
ED  - Timothy J. Landrum
PY  - 2013
Y1  - 2013/01/01
TI  - Chapter 10 Constructing Effective Instructional Toolkits: A Selective Review of Evidence-Based Practices for Students with Learning Disabilities
T2  - Evidence-Based Practices
T3  - Advances in Learning and Behavioral Disabilities
PB  - Emerald Group Publishing Limited
SP  - 221
EP  - 249
Y2  - 2021/03/08
ER  -