Commentary on “developing an evidence base for behavioural interventions: a case study of the Headsprout® Early Reading programme”

Abstract

Purpose

This paper aims to offer a commentary on Denne et al.’s (2024) article discussing the journey undertaken by the Sharland Foundation Developmental Disabilities Applied Behavioural Research and Impact Network to augment evidence surrounding the efficacy of the online Headsprout® Early Reading programme.

Design/methodology/approach

Drawing from over 15 years of professional experience as a qualified teacher in special education settings, the author reflects on the network’s approach and its alignment with their own expertise.

Findings

While acknowledging the commendable focus of the network on amassing additional evidence, this commentary underscores the importance of identifying barriers and fostering adaptability within the educational landscape. Central to the discussion is the imperative to prioritise students’ needs and tailor data collection methods to suit their unique contexts.

Originality/value

This commentary is aimed at professionals working in special education settings striving to improve their practice and student outcomes.

Citation

Rizos, K. (2024), "Commentary on “developing an evidence base for behavioural interventions: a case study of the Headsprout® Early Reading programme”", Tizard Learning Disability Review, Vol. 29 No. 1, pp. 29-33. https://doi.org/10.1108/TLDR-02-2024-0005