Skip to main content
SpringerLink
Log in

Implementing Evidence-Based Practices in Early Childhood Classroom Settings

  • Chapter
  • First Online:
Handbook of Early Childhood Special Education

Abstract

The accountability movement in educational policy and practice has ushered in the era of evidence-based practice. However, educators’ adoption, use, and sustained implementation of evidence-based practices in classroom settings have proven elusive at best. The field of implementation science is contributing to our collective understanding of how to support evidence-based practice implementation in authentic settings, including classrooms. This chapter then explores three fundamental questions related to evidence-based practice implementation in early childhood special education classrooms: (1) What makes evidence-based practice implementation difficult; (2) what facilitates evidence-based practice implementation; and (3) how does a provider make an informed decision about which evidence-based practice(s) to use with an individual child? Finally, we conclude with a brief discussion of other fields of study that could contribute to the knowledge base on evidence-based practice use in classroom settings.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 99.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 129.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 179.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  • Aarons, G. A. (2004). Mental health provider attitudes toward adoption of evidence-based practice: The Evidence-Based Practice Attitude Scale (EBPAS). Mental Health Services Research, 6(2), 61–74.

    Article  PubMed  PubMed Central  Google Scholar 

  • Aarons, G. A. (2005). Measuring provider attitudes toward evidence-based practice: Consideration of organizational context and individual differences. Child and Adolescent Psychiatric Clinics of North America, 14(2), 255–271.

    Article  PubMed  PubMed Central  Google Scholar 

  • Aarons, G. A. (2006). Transformational and transactional leadership: Association with attitudes toward evidence-based practices. Psychiatric Services, 57(8), 1162–1169.

    Article  PubMed  PubMed Central  Google Scholar 

  • Aarons, G. A., Fettes, D. L., Flores, L. E., & Sommerfeld, D. H. (2009). Evidence-based practice implementation and staff emotional exhaustion in children’s services. Behavioral Research and Therapy, 47(11), 954–960.

    Article  Google Scholar 

  • Aarons, G. A., Hurlburt, M., & Horwitz, S. M. (2011). Advancing a conceptual model of evidence-based practice implementation in public service sectors. Administration and Policy in Mental Health, 38, 4–23.

    Article  PubMed  Google Scholar 

  • Aarons, G. A., Sommerfeld, D. H., Hecht, D. B., Silovsky, J. F., & Chaffin, M. J. (2009). The impact of evidence-based practice implementation and fidelity monitoring on staff turnover: Evidence for a protective effect. Journal of Consulting and Clinical Psychology, 77(2), 270–280.

    Article  PubMed  PubMed Central  Google Scholar 

  • Ackerman, D. J. (2004). States’ efforts in improving the qualifications of early care and education teachers. Educational Policy, 18(2), 311–337.

    Google Scholar 

  • Basu, S., Salisbury, C. L., & Thorkildsen, T. A. (2010). Measuring collaborative consultation practices in natural environments. Journal of Early Intervention, 32(2), 127–150.

    Article  Google Scholar 

  • Billingsley, B. S. (2003). Special education teacher retention and attrition: A critical analysis of the literature (COPSSE Document No. RS-2). Gainesville, FL: University of Florida, Center on Personnel Studies in Special Education.

    Google Scholar 

  • Browder, D. M., & Cooper-Duffy, K. (2003). Evidence-based practices for students with severe disabilities and the requirement for accountability in “No Child Left Behind”. Journal of Special Education, 37(3), 157–163.

    Article  Google Scholar 

  • Brownell, M. T., Sindelar, P. T., Kiely, M. T., & Danielson, L. (2010). Special education teacher quality and preparation: Exposing foundations, constructing a new model. Exceptional Children, 76(3), 357–377.

    Article  Google Scholar 

  • Bruder, M. B. (2000). Early childhood intervention: A promise to children and families for their future. Exceptional Children, 76, 339–355.

    Article  Google Scholar 

  • Bush, R. N. (1984). Effective staff development. In making our schools more effective: Proceedings of three state conferences. San Francisco, CA: Far West Laboratories.

    Google Scholar 

  • Buysee, V., & Wesley, P. W. (Eds.). (2006). Evidence-based practice in the early childhood field. Washington, DC: Zero to Three.

    Google Scholar 

  • Caffarella, R. S. (2002). Planning programs for adult learners: A practical guide for educators, trainers, and staff developers. San Francisco, CA: Jossey Bass.

    Google Scholar 

  • Caffarella, R. S., & Daffron, S. R. (2013). Planning programs for adult learners: A practical guide. San Francisco, CA: Jossey Bass.

    Google Scholar 

  • Carter, E., O’Rourke, L., Sisco, L. G., & Pelsue, D. (2009). Knowledge, responsibilities, and training needs of paraprofessionals in elementary and secondary schools. Remedial and Special Education, 30(6), 344–359.

    Article  Google Scholar 

  • Casey, A. M., & McWilliam, R. A. (2010). The characteristics and effectiveness of feedback interventions applied in early childhood settings. Topics in Early Childhood Special Education, 31(2), 68–77.

    Article  Google Scholar 

  • Conroy, M. A., Alter, P. J., Boyd, B. A., & Bettini, E. (2014). Teacher preparation for students who demonstrate challenging behaviors. In P. T. Sindelar, E. D. McCray, M. T. Brownell, & B. Lingnugaris/Kraft (Eds.), Handbook of research on special education teacher preparation (pp. 320–333). New York, NY: Routledge, Taylor, and Francis.

    Google Scholar 

  • Cornett, J., & Knight, J. (2009). Research on coaching. In J. Knight (Ed.), Coaching: Approaches & perspectives (pp. 192–216). Thousand Oaks, CA: Corwin Press.

    Google Scholar 

  • Darling-Hammond, L. (2007). Race, inequality and educational accountability: The irony of ‘No Child Left Behind’. Race, Ethnicity, and Education, 10(3), 245–260.

    Article  Google Scholar 

  • Dingfelder, H. E., & Mandell, D. S. (2011). Bridging the research-to-practice gap in autism intervention: An application of diffusion of innovation theory. Journal of Autism and Developmental Disorders, 41(5), 597–609.

    Article  PubMed  PubMed Central  Google Scholar 

  • DuFour, R., DuFour, R., & Eaker, R. (2008). Revisiting professional learning communities at work: New insights for improving schools. Bloomington, IN: Solution Tree.

    Google Scholar 

  • Fixsen, D. L., Blase, K. A., Naoom, S. F., & Wallace, F. (2009). Core implementation components. Research on Social Work Practice, 19(5), 531–540.

    Article  Google Scholar 

  • Fuchs, L. S., & Fuchs, D. (2001). What is scientifically-based research on progress monitoring? Washington, DC: National Center on Student Progress Monitoring.

    Google Scholar 

  • Garland, A. F., Kruse, M., & Aarons, G. A. (2003). Clinicians and outcome measurement: What’s the use? Journal of Behavioral Health Services & Research, 30, 393–405.

    Article  Google Scholar 

  • Giangreco, M. F., & Broer, S. M. (2005). Questionable utilization of paraprofessionals in inclusive schools: Are we addressing symptoms or causes. Focus on Autism and Other Developmental Disabilities, 20, 10–26.

    Article  Google Scholar 

  • Giangreco, M. F., Edelman, S. W., Broer, S. M., & Doyle, M. B. (2001). Paraprofessional support of students with disabilities: Literature from the past decade. Exceptional Children, 68, 45–63.

    Article  Google Scholar 

  • Giangreco, M. F., Edelman, S. W., & Broer, S. M. (2003). Schoolwide planning to improve paraprofessional supports. Exceptional Children, 70, 63–79.

    Google Scholar 

  • Gilliland, B. E., James, R. K., & Bowman, J. T. (1994). Response to the Lazarus and Beutler article “On Technical Eclecticism”. Journal of Counseling and Development, 72, 554–555.

    Article  Google Scholar 

  • Glisson, C., & James, L. R. (2002). The cross-level effects of culture and climate in human service teams. Journal of Organizational Behavior, 23, 767–794.

    Article  Google Scholar 

  • Han, S. S., & Weiss, B. (2005). Sustainability of teacher implementation of school-based health programs. Journal of Abnormal Child Psychology, 33(6), 665–679.

    Article  PubMed  Google Scholar 

  • Hanft, B. E., Rush, D. D., & Shelden, M. L. (2004). Coaching families and colleagues in early childhood. Baltimore, MD: Paul H. Brooks.

    Google Scholar 

  • Howlin, P., Goode, S., Hutton, J., & Rutter, M. (2004). Adult outcome for children with autism. Journal of Child Psychology and Psychiatry, 45(2), 212–229.

    Article  PubMed  Google Scholar 

  • Klein, K. J., & Sorra, J. S. (1996). The challenge of innovation implementation. Academy of Management Review, 86(5), 811–824.

    Google Scholar 

  • Kucharczyk, S., Shaw, E., Smith-Myles, B., Sullivan, L., Szidon, K., & Tuchman-Ginsberg, L. (2012). Guidance & coaching on evidence-based practices for learners with autism spectrum disorders. Chapel Hill, NC: The University of North Carolina, Frank Porter Graham Child Development Institute, National Professional Development Center on Autism Spectrum Disorder.

    Google Scholar 

  • Lazarus, A. A., & Beutler, L. E. (1993). On technical eclecticism. Journal of Counseling and Development, 71, 381–385.

    Article  Google Scholar 

  • Lazarus, A. A., Beutler, L. E., & Norcross, J. C. (1992). The future of technical eclecticism. Psychotherapy, 29, 11–20.

    Article  Google Scholar 

  • Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide. San Francisco, CA: John Wiley & Sons.

    Google Scholar 

  • Merriam, S., & Bierema, L. (2014). The spirit in learning. Adult Learning Linking Theory and Practice, 197–206.

    Google Scholar 

  • National Autism Center. (2015). Findings and conclusions: National standards project, phase 2. Randolph, MA: Author.

    Google Scholar 

  • No Child Left Behind (NCLB). (2001). Act of 2001, 20 U.S.C.A. § 9101 et seq. (West 2003).

    Google Scholar 

  • Odom, S. L., Hume, K., Boyd, B. A., & Stabel, A. (2012). Moving beyond the intensive behavioral treatment vs. eclectic dichotomy: Evidence-based and individualized programs for learners with ASD. Behavior Modification, 36(3), 270–297.

    Article  PubMed  Google Scholar 

  • Peterson, S. M. (2013). Readiness to change: Effective implementation processes for meeting people where they are. In T. Halle, A. Metz, & I. Martinez-Beck (Eds.), Applying implementation science in early childhood programs and systems (pp. 43–64). Baltimore, MD: Paul H. Brookes.

    Google Scholar 

  • Reszka, S. S., Hume, K. A., Sperry, L., Boyd, B. A., & McBee, M. T. (2014). The Classroom Practice Inventory: Psychometric evaluation of a rating scale of intervention practices for children with autism spectrum disorder. Research in Autism Spectrum Disorders, 8, 633–643.

    Article  Google Scholar 

  • Robinson, S. E. (2011). Teaching paraprofessionals of students with autism to implement pivotal response treatment in inclusive school settings using a brief video feedback training package. Focus on Autism and Other Developmental Disabilities, 26(2), 105–118.

    Article  Google Scholar 

  • Rush, D., & Shelden, M. (2011). The early childhood coaching handbook. Baltimore, MD: Paul H. Brookes Publishing Company.

    Google Scholar 

  • Showers, B. (1982). Transfer of training. The contribution of coaching. Eugene, OR: Centre for Educational Policy and Management.

    Google Scholar 

  • Showers, B. (1983, April). Transfer of training. Paper presented at the annual meeting of the American Education Research Association, Montreal, QC, Canada.

    Google Scholar 

  • Snyder, P., Hemmeter, M. L., Meeker, K. A., Kinder, K., Pasia, C., & McLaughlin, T. (2012). Characterizing key features of the early childhood professional development literature. Infants and Young Children, 25(3), 188–212.

    Article  Google Scholar 

  • Snyder, P., Hemmeter, M. L., & McLaughlin, T. (2011). Professional development in early childhood intervention: Where we stand on the 25th anniversary of P.L. 99-457. Journal of Early Intervention, 33, 357–370.

    Article  Google Scholar 

  • Truesdale, W. T. (2003). The implementation of peer coaching on the transferability of staff development to classroom practice in two selected Chicago public elementary schools. Dissertation Abstracts International, 64(11), 3923. University Microfilms No. 3112185.

    Google Scholar 

  • Williams, B. (2001). The theoretical links between problem-based learning and self-directed learning for continuing professional nursing education. Teaching in Higher Education, 6(1), 85–98.

    Article  Google Scholar 

  • Wilson, K. P., Dykstra, J. R., Watson, L. R., Boyd, B. A., & Crais, E. R. (2012). Coaching in early education classrooms serving children with autism: A pilot study. Early Childhood Education Journal, 40(2), 97–105.

    Article  Google Scholar 

  • Wong, C. S., Kasari, C., Freeman, S., & Paparella, T. (2007). The acquisition and generalization of joint attention and symbolic play skills in young children with autism. Research and Practice for Persons with Severe Disabilities, 32(2), 101–109.

    Article  Google Scholar 

  • Wong, C., Odom, S. L., Hume, K. Cox, A. W., Fettig, A., Kucharczyk, S., … Schultz, T. R. (2014). Evidence-based practices for children, youth, and young adults with autism spectrum disorder. Chapel Hill, NC: The University of North Carolina, Frank Porter Graham Child Development Institute, Autism Evidence-Based Practice Review Group.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Division of Occupational Science and Occupational Therapy, Department of Allied Health Sciences, University of North Carolina-Chapel Hill School of Medicine, 2050 Bondurant Hall, CB# 7122, Chapel Hill, NC, 27599, USA

    Brian A. Boyd Ph.D.

  2. College of Education and Health Professions Curriculum and Instruction Special Education, University of Arkansas, 410 Arkansas Avenue, Room 303, Fayetteville, AR, 72701, USA

    Suzanne Kucharczyk Ed.D.

  3. Frank Porter Graham Child Development Institute, University of North Carolina-Chapel Hill, 517 S. Greensboro St., Chapel Hill, NC, 27510, USA

    Connie Wong Ph.D.

Authors
  1. Brian A. Boyd Ph.D.
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Suzanne Kucharczyk Ed.D.
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Connie Wong Ph.D.
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Brian A. Boyd Ph.D. .

Editor information

Editors and Affiliations

  1. University of Florida, Newberry, Florida, USA

    Brian Reichow

  2. Dept Allied Health Sciences, UNC, Chapel Hill, North Carolina, USA

    Brian A. Boyd

  3. Department of Special Education, Vanderbilt University, Nashville, Tennessee, USA

    Erin E. Barton

  4. Frank Porter Graham Child Development In, Univ of N. Carolina at Chapel Hill, Chapel Hill, North Carolina, USA

    Samuel L. Odom

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Springer International Publishing Switzerland

About this chapter

Cite this chapter

Boyd, B.A., Kucharczyk, S., Wong, C. (2016). Implementing Evidence-Based Practices in Early Childhood Classroom Settings. In: Reichow, B., Boyd, B., Barton, E., Odom, S. (eds) Handbook of Early Childhood Special Education. Springer, Cham. https://doi.org/10.1007/978-3-319-28492-7_17

Download citation

Publish with us

Policies and ethics

Search

Navigation