Research-Based+Interventions

** Research-Based Instruction ** [|Briefs for Families on Evidence-Based Practices] - Center for Effective Collaboration and Practice [|Current Interventions in Autism: A Brief Analysis] **-** Comparison of ABA/Lovaas, TEACCH, PECS, Greenspan/Floor Time, Inclusion, and Social Stories; includes background, goals, how implemented, advantages, concerns, errors to avoid, research that supports use. (2 pages) [|What Works Clearinghouse] - A central, independent source of scientific evidence of what works in education (U.S. Department of Education) Don't forget to [|ask ERIC] when you're doing research on an educational topic. (ERIC is the acronym for the [|Educational Resources Information Center]) The includes descriptions of more than 1 million educational materials, including research-based findings published in journals about children with and without disabilities. [|Search the ERIC database] for research that interests you.

[|National Reading Panel Reports Combination of Teaching Phonics, Word Sounds, Giving Feedback on Oral Reading Most Effective Way to Teach Reading] (NIH News Alert, 2000) In 1997, Congress asked the Director of the NICHD, in consultation with the Secretary of Education, to convene a national panel to assess the effectiveness of different approaches used to teach children to read. For over two years, this National Reading Panel (NRP) reviewed research-based knowledge on reading instruction. The panel concluded that the most effective way to teach children to read is through instruction that includes a combination of methods. [|Read the full report] presented at a hearing before the U.S. Senate Appropriations Committee. [|Report of the National Reading Panel: Teaching Children to Read].

[|Reading Recovery is Not Successful with its Targeted Student Population]. An international group of researchers who study reading interventions with struggling readers wrote a letter to share their concerns about the effectiveness of Reading Recovery, a program for struggling first graders.

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Q: What is the difference between a research-based intervention and an evidence-based intervention?

A: //When an intervention claims to be research-based, it means that it was designed based on what scientific research says about what works best in a certain area of instruction. So, if a reading intervention claims to be research-based, it means that it includes one or more of the five big ideas in reading. When an intervention claims to be evidence-based, it means that it has been proven effective through a scientific experiment.//

Q: Does it matter whether an intervention is research-based or evidence-based?

A: //Yes. An intervention should always be research-based. If you are developing interventions through a problem-solving process, you should design it according to what the research says should be included in instruction for the skill area you are working with. Evidence-based interventions are even better, when they have been proven effective with the demographic population (e.g., age, grade-level, primary language, etc.) you intend to use them with.//

Q: What is the difference between a standard-protocol intervention and a supplemental intervention?

A: //A standard-protocol intervention is a research- (or evidence-) based intervention that you administer to all students who need extra assistance in that skill area. A supplemental intervention may also be research- (or evidence-) based, but it is individualized for use with a single student or small group of students.//

Q: How do we go about implementing one of these approaches to RTI?

A: //Please refer to the other modules in this series to get more information about RTI, assessing RTI readiness, setting up a universal screening system, progress monitoring, and data-based decision making before implementing any of the three approaches to RTI.//

www.iasponline.org/RTIToolkitModules/RTI_FAQs.doc