Taking the Guesswork out of Locating Evidence-Based Mathematics Practices for Diverse Learners

Elizabeth M. Hughes; Sarah R. Powell; Erica S. Lembke; T. Chris Riley-Tillman

doi:10.1111/ldrp.12103

Taking the Guesswork out of Locating Evidence-Based Mathematics Practices for Diverse Learners

Elizabeth M. Hughes, Sarah R. Powell, Erica S. Lembke, T. Chris Riley-Tillman

Educational Psychology, Counseling, and Special Education

Research output: Contribution to journal › Article › peer-review

6 Scopus citations

Abstract

Legislations mandates that educators use evidence-based practices (EBPs) that are supported by scientifically based research. EBPs have demonstrated a likelihood to work for students with disabilities. EBPs should match targeted needs of the student receiving the instruction, which sometimes requires educators to search for the best intervention to meet specific student needs. This article discusses the impetus for practices supported by evidence, where to find interventions and strategies, and what to do when targeted interventions do not exist. Additionally, this article emphasizes the need to evaluate effectiveness of intervention at the student level.

Original language	English (US)
Pages (from-to)	130-141
Number of pages	12
Journal	Learning Disabilities Research and Practice
Volume	31
Issue number	3
DOIs	https://doi.org/10.1111/ldrp.12103
State	Published - Aug 1 2016

All Science Journal Classification (ASJC) codes

Health(social science)
Education
Developmental and Educational Psychology

Access to Document

10.1111/ldrp.12103

Cite this

@article{29d0a7e57909462e8c827d7084cfa2f9,

title = "Taking the Guesswork out of Locating Evidence-Based Mathematics Practices for Diverse Learners",

abstract = "Legislations mandates that educators use evidence-based practices (EBPs) that are supported by scientifically based research. EBPs have demonstrated a likelihood to work for students with disabilities. EBPs should match targeted needs of the student receiving the instruction, which sometimes requires educators to search for the best intervention to meet specific student needs. This article discusses the impetus for practices supported by evidence, where to find interventions and strategies, and what to do when targeted interventions do not exist. Additionally, this article emphasizes the need to evaluate effectiveness of intervention at the student level.",

author = "Hughes, {Elizabeth M.} and Powell, {Sarah R.} and Lembke, {Erica S.} and Riley-Tillman, {T. Chris}",

note = "Publisher Copyright: {\textcopyright} 2016 The Division for Learning Disabilities of the Council for Exceptional Children",

year = "2016",

month = aug,

day = "1",

doi = "10.1111/ldrp.12103",

language = "English (US)",

volume = "31",

pages = "130--141",

journal = "Learning Disabilities Research and Practice",

issn = "0938-8982",

publisher = "SAGE Publications Inc.",

number = "3",

}

TY - JOUR

T1 - Taking the Guesswork out of Locating Evidence-Based Mathematics Practices for Diverse Learners

AU - Hughes, Elizabeth M.

AU - Powell, Sarah R.

AU - Lembke, Erica S.

AU - Riley-Tillman, T. Chris

PY - 2016/8/1

Y1 - 2016/8/1

N2 - Legislations mandates that educators use evidence-based practices (EBPs) that are supported by scientifically based research. EBPs have demonstrated a likelihood to work for students with disabilities. EBPs should match targeted needs of the student receiving the instruction, which sometimes requires educators to search for the best intervention to meet specific student needs. This article discusses the impetus for practices supported by evidence, where to find interventions and strategies, and what to do when targeted interventions do not exist. Additionally, this article emphasizes the need to evaluate effectiveness of intervention at the student level.

AB - Legislations mandates that educators use evidence-based practices (EBPs) that are supported by scientifically based research. EBPs have demonstrated a likelihood to work for students with disabilities. EBPs should match targeted needs of the student receiving the instruction, which sometimes requires educators to search for the best intervention to meet specific student needs. This article discusses the impetus for practices supported by evidence, where to find interventions and strategies, and what to do when targeted interventions do not exist. Additionally, this article emphasizes the need to evaluate effectiveness of intervention at the student level.

UR - http://www.scopus.com/inward/record.url?scp=84971623912&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84971623912&partnerID=8YFLogxK

U2 - 10.1111/ldrp.12103

DO - 10.1111/ldrp.12103

M3 - Article

AN - SCOPUS:84971623912

SN - 0938-8982

VL - 31

SP - 130

EP - 141

JO - Learning Disabilities Research and Practice

JF - Learning Disabilities Research and Practice

IS - 3

ER -

Taking the Guesswork out of Locating Evidence-Based Mathematics Practices for Diverse Learners

Abstract

All Science Journal Classification (ASJC) codes

Access to Document

Other files and links

Fingerprint

Cite this