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Evidence-Based Practice

Evidence-Based Practice. Thank YOU!!!!. Some of these slides were created by Sharon Reeve, Ph.D., BCBA Professor at Caldwell College Slides taken or adapted will be noted by (Reeve). Goals for Today. State the importance of evidence-based practice Define Evidence-based practice

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Evidence-Based Practice

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  1. Evidence-Based Practice

  2. Thank YOU!!!! • Some of these slides were created by Sharon Reeve, Ph.D., BCBA • Professor at Caldwell College • Slides taken or adapted will be noted by (Reeve)

  3. Goals for Today • State the importance of evidence-based practice • Define Evidence-based practice • Discuss differing forms of evidence • Define the characteristics of a peer reviewed article • Compare and contrast between credible and non-credible sources • Lesson Planning Assignments • “Rosebud…” • Future Professional Practice

  4. Individuals with Disabilities Education Improvement Act (IDEA) & No Child Left Behind (NCLB) (Reeve) • NCLB of 2001: interventions should be based on scientific research • IDEA of 2004: scientifically based institutional practices for those in special education • Services in a child’s IEP should be based on “peer reviewed research the extent practicable (IDEA, 2004) • NAEYC and CEC – advocates for evidence-based practice

  5. How do Parents and Other Practitioners Choose Interventions? (Reeve) • Recommendation by pediatrician or other doctor • School • Other parent • Internet, book • Professors or Instructors • Do you think these sources reliably recommend interventions based on the objectivity of the evidence?

  6. Ghezzi, Williams, and Carr (1999) (Reeve) • Preface • “Those who fall in love with practice without science are like a sailor who enters a ship without a helm or compass, and who never can be certain whither he is going” (Leonardo da Vinci) • Skepticism ≠ cynicism • Being open and being skeptical might seem contradictory, but they’re not. This is the way to think scientifically. • “We must keep our minds open but not so open that our brains fall out”

  7. Why Do Ineffective/Unproven Treatments Become Fads? (Metz, et al., 2005; Vyse, 2005) (Reeve) • They’re presented as relatively easy and with immediate effects by people who appear warm, sincere, and attentive • Best treatment is deemed distasteful or is hard to get • Alternate treatments are supported by popular culture, “feel” right, seem to make sense • Professionals or other people recommend them • Most professionals are not trained how to evaluate treatments • Education can be a commercial enterprise • Rationale provided for the therapy may be logical or sound convincing • EXAMPLE: AUTISM • Many therapies for autism in widespread use today have been shown to be ineffective in scientific studies • Some have been shown to be harmful • Still others have not been subjected to any rigorous evaluations

  8. Evidence-Based Practice (Reeve) • Evidenced-based interventions • Evidence-based practices • Empirically supported treatments • Best practices • “the integration of the best available research with clinical expertise in the context of patient characteristics, culture, and preferences” (APA Presidential Task Force on Evidence-Based Practice, 2006, p. 273)

  9. What types of research are there in peer-reviewed journals? Basic Applied Types of methods Case study Single-subject design Correlation Longitudinal Experimental Qualitative REPLICATION!

  10. Parts of a Research Article • Abstract • Introduction • Research Question or Hypothesis • Methods • Subjects/Participants • Setting • Measures • Dependent variable • Independent variable • Design • Results • Statistics • Graphs • Description of Results • Discussion • Summary of Results • Importance of Results • Confounds/Limitations • Suggestions for Future Research and Practice

  11. References • APA Presidential Task Force on Evidence-Based Practice. (2006). Evidence-based practice in psychology. American Psychologist, 61, 271-285. • Ghezzi, P.M., Williams, W.L., & Carr J.E. (1999). Autism: Behavior analytic perspectives. Reno, NV: Context Press. • Metz, B., Mulick, J.A., & Butter, E.M. (2005). Autism: A lat-20th-century fad magnet. In J.W. Jacobson, R.M. Foxx, & J.A. Mulick (Eds.), Controversial therapies for developmental disabilities. (pp. 237-263). Mahwah, NJ: Lawrence Erlbaum. • O’Donohue, W., & Ferguson, K.E. (2006). Evidence-based practice in psychology and behavior analysis. The Behavior Analyst Today, 7, 335-350. • Vyse, S. (2005). Where do fads come from? In J.W. Jacobson, R.M. Foxx, & J.A. Mulick (Eds.), Controversial thearpies for developmental disabilities. (pp. 3-17). Mahwah, NJ: Lawrence Erlbaum.

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