Evidence–Based Reviews: How Evidence–Based Practices are Systematically Identified

Evidence–based reviews are a type of systematic literature review used to identify evidence–based practices. When conducting an evidence–based review, researchers apply predetermined standards to identify evidence–based practices—practices that have been shown to reliably improve an outcome for a po...

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Bibliographic Details
Published inLearning disabilities research and practice Vol. 35; no. 1; pp. 6 - 13
Main Authors Cook, Bryan G., Collins, Lauren W., Cook, Sara Cothren, Cook, Lysandra
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.02.2020
Wiley-Blackwell
Subjects
Educational Practices
Evidence Based Practice
Identification
Learning Disabilities
Literature Reviews
Special Education
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Summary:Evidence–based reviews are a type of systematic literature review used to identify evidence–based practices. When conducting an evidence–based review, researchers apply predetermined standards to identify evidence–based practices—practices that have been shown to reliably improve an outcome for a population of learners, according to evidence from a body of rigorous, experimental studies. In this article, we describe evidence–based reviews, provide an overview of one set of evidence standards used in special education, and describe important caveats and considerations related to evidence–based reviews. We conclude with two examples of evidence–based reviews in the field of learning disabilities. Our take–home message is that evidence–based reviews are a trustworthy approach for identifying generally effective instructional practices—but no practices, not even evidence–based practices, are effective for all learners.
ISSN:0938-8982
1540-5826
DOI:10.1111/ldrp.12213