Evidence-Based Practices (EBPs)

What are EBPs?

Evidence-based practices (EBPs), simply put, are practices that are supported by a strong high-quality evidence base that has seen effects that positively impact students.

The Council for Exceptional Children (CEC) put out standards for EBPs for Special Education

The EBPs for Special education differ from other EBPs because the studies for each practice need to include students with disabilities. According to IDEA and Chapter 60, scientifically based interventions must be implemented when teaching students with IEPs. Scientifically based interventions are synonyms with EBPs. It is our obligation to ensure the practices put in place for students in Hawaii are not only evidence-based, but fit the criteria put out by the CEC for special education.

Resource Guide for Evidence-Based Practices

Evidence-Based Practices Training Modules

Identifying and Selecting a Practice or Program

This module discusses the importance of identifying and selecting evidence-based practices.

(est. completion time: 1.5 hours)

Implementing a Practice or Program with Fidelity

This module discusses implementing an evidence-based practice or program with fidelity.

(est. completion time: 1 hour)

Evaluating Learner Outcomes and Fidelity

This module examines how to evaluate whether an evidence-based practice is effective for the young children or students with whom you are working.
(est. completion time: 2 hours)

Criteria for EBPs for Students with Disabilities

A.) Must be supported by at least one of the following:

2 methodologically sound group comparison studies with random assignment to groups, positive effects, and at least 60 total participants across studies (Randomized Controlled Trials);
4 methodologically sound group comparison studies with non-random assignment to groups, positive effects, and at least 120 total participants across studies; (Quasi-Experimental) or
5 methodologically sound single-subject studies with positive effects and at least 20 total participants across studies; (Single Case Research Design) OR

B.) Meet at least 50% of the criteria for two or more of the study designs described in (A). For example, the practice is supported by:

1 methodologically sound group comparison study with random assignment, positive effects, and at least 30 total participants, as well as three methodologically sound single-subject research studies with positive effects and at least 10 total participants; or
3 methodologically sound single-subject studies with positive effects and at least 10 total participants, as well as two methodologically sound group comparison studies with non-random assignment, positive effects, and at least 60 total participants; AND

C.) Include no methodologically sound studies conducted with negative effects and at least a 3:1 ratio of methodologically sound studies with positive effects to methodologically sound studies with neutral/mixed effects. For this item, CEC considers group experimental, non-randomly assigned group comparison, and single-subject design studies collectively.

Council for Exceptional Children (CEC) put out standards for EBPs for Special Education