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Evidence-Based Practice in the Context of Early Childhood Special Education

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Handbook of Early Childhood Special Education

Abstract

Using research and other forms of scientific evidence to make recommendations and decisions on interventions for young children with special needs is not a new idea or practice; in fact, data-based decision making has been done for many years. However, until recently this was not a formalized process. Over the past 15 years, coinciding with an increase in accountability in both the educational and healthcare systems, this has changed dramatically. The use of scientific evidence to inform decision making is now frequently referred to as evidence-based practice and has become a formalized, well-defined, and legally mandated process. This chapter will explore the historical contexts and conceptualizations of evidence-based practice, outline current conceptual frameworks of evidence-based practice that can be used by individuals who work with young children with or at risk for developmental or other disabilities, examine the intersection between evidence-based practice and current recommended practices for early childhood special education from the Council for Exceptional Children’s (CEC) Division for Early Childhood (DEC), and conclude with considerations surrounding ways in which EBP can be used to continue to improve outcomes for young children with special needs and their families.

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Notes

  1. 1.

    In this chapter, the term “evidence-based practice” has deliberately been used in the singular tense, to help readers understand that evidence-based practice originated as and remains a process for making intervention decisions (i.e., a verb) rather than solely as a description of the status of an intervention practice and the amount of research that is supporting the use of the practice (i.e., an adjective). In this chapter this distinction will be made by using the term “EBP” to refer to EBP as a process and “evidence-based” to refer to an intervention’s status as an EBP.

  2. 2.

    It is important to note that EBP began in medicine as evidence-based medicine (EBM). In the 20 years since it was first introduced, many different fields have proposed similar conceptualizations and definitions of the practice of informing intervention decisions on evidence, albeit with slight variations in the terms that have been used to denote these practices. While there can be subtle differences between definitions that might be reflected in the specific terms that are used to refer to EBP, the term EBP will be used hereafter in this chapter to avoid confusion.

  3. 3.

    In this chapter, as in much of this Handbook, the field of early childhood special education has been conceptualized to include all practitioners who might work with children with special needs, including educators, special educators, speech-language pathologists, occupational therapists, physical therapists, psychologists, pediatricians, social workers, parents, service coordinators, etc. This transdisciplinary nature of serving young children with special needs will be important when considering EBP as many disciplines have distinct and somewhat different conceptualizations of the term.

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Authors and Affiliations

  1. Anita Zucker Center for Excellence in Early Childhood Studies, University of Florida, Gainesville, FL, 32611, USA

    Brian Reichow

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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

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Reichow, B. (2016). Evidence-Based Practice in the Context of Early Childhood Special Education. 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_7

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