Evidence-Based Practices and Implementation Science in Special Education
Evidence-Based Practices and Implementation Science in Special Education
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DOI：
10.1177/001440291307900201
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发表时间：
2013-12-01
影响因子：
2.8
通讯作者：
Odom, Samuel L.
中科院分区：
文献类型：
--
作者：
Cook, Bryan G.;Odom, Samuel L.
建立识别特殊教育循证实践（EBP）的流程是该领域的一项重大进步，因为它有可能制定更有效的教育计划，并为残疾学生带来更积极的成果。然而，EBP 的潜在好处受到实施的质量、范围和维护的限制。实施科学的跨学科领域对于将 EBP 的承诺转化为残疾儿童和青少年的积极成果具有重要意义。本文探讨了 EBP 的历史、范围和局限性，并描述了应用于特殊教育的实施科学的出现和现状。本期《特殊儿童》特刊的后续文章讨论了与特殊教育中的实施科学相关的一系列问题：研究与实践之间的差距、传播和扩散、坚持和可持续性、扩大规模、国家级实施的模式以及通过专业发展促进实施。
Establishing a process for identifying evidence-based practices (EBPs) in special education has been a significant advance for the field because it has the potential for generating more effective educational programs and producing more positive outcomes for students with disabilities. However, the potential benefit of EBPs is bounded by the quality, reach, and maintenance of implementation. The cross-disciplinary field of implementation science has great relevance for translating the promise of EBPs into positive outcomes for children and youth with disabilities. This article examines the history, extent, and limitations of EBPs and describes the emergence and current state of implementation science as applied in special education. Subsequent articles in this special issue of Exceptional Children address a range of issues related to implementation science in special education: the research-to-practice gap, dissemination and diffusion, adherence and sustainability, scaling up, a model for state-level implementation, and fostering implementation through professional development.