Sources of Evidence-based Practice in EBD: Issues and Challenges

Abstract

In this chapter, we consider a number of issues that impact or are related to the identification and promotion of evidence-based practice (EBP) for students with emotional and behavioral disorders (EBD). Specifically, we offer (1) a brief overview of issues related to identifying EBP in special education generally; (2) some considerations about the prospects of identifying evidence-based practice for students with EBD in particular; (3) a discussion of the various sources from which information on EBPs can be drawn, and the issues and challenges associated with the search for EBPs; and (4) suggestions regarding reasonable expectations for practitioners in search of EBPs. We conclude with a discussion of several questions that must be addressed to ensure positive strides toward making EBPs available to practitioners in impactful ways for students with EBD.

Citation

Landrum, T.J. and Collins, L.W. (2018), "Sources of Evidence-based Practice in EBD: Issues and Challenges", Emerging Research and Issues in Behavioral Disabilities (Advances in Learning and Behavioral Disabilities, Vol. 30), Emerald Publishing Limited, Leeds, pp. 131-144. https://doi.org/10.1108/S0735-004X20180000030009