EDSI 506

RESEARCH-BASED
PRACTICES AND
EVIDENCE-BASED
INTERVENTIONS
DISCUSSION TOPICS

01 Understanding the importance of research-based

practices in special education.

02 Identification and utilization of evidence-based

interventions to improve student outcomes.

Integration of research into the decision-making

03 process.
WHAT ARE RESEARCHED-
BASED PRACTICES?

-educational interventions, strategies, methods,

or approaches that have been developed,
tested, and validated through rigorous
research methods and studies.

-grounded in empirical evidence and are

supported by research findings that
demonstrate their effectiveness in improving
student outcomes, enhancing teaching and
learning processes, and addressing specific
challenges or goals within educational settings.
KEY
CHARACTERISTICS
Empirical Evidence
Research-based practices are supported by empirical
evidence derived from systematic inquiry, which helps
establish the effectiveness and reliability of the practices.

Alignment with Educational Goals

Replicability
and Standards
Research-based practices are designed to be replicable
Research-based practices are designed to address specific
across different contexts, populations, and settings. They
learning needs, curriculum requirements, and instructional
offer clear guidelines, procedures, and protocols that can be
priorities outlined in educational policies, frameworks, and
implemented consistently and systematically by educators,
guidelines.
researchers, and practitioners.

Data-Driven Decision Making
Research-based practices emphasize the use of data
to inform decision-making processes.
Continuous Improvement
Research-based practices encourage reflection,
collaboration, and ongoing learning to refine and enhance
instructional practices based on emerging research findings
and best practices.
READING
INTERVENTIONS
Phonics Instruction
Systematic and explicit phonics instruction has been shown
to improve reading fluency, decoding skills, and word
recognition among students with dyslexia and other reading
disabilities. Response to Intervention (RTI)
RTI frameworks provide tiered levels of instruction and
Multisensory Approaches intervention, allowing educators to identify students at
risk for reading difficulties early and provide targeted
Multisensory instructional approaches, such as Orton- interventions to address their needs.
Gillingham, Wilson Reading System, and Lindamood-Bell
programs, engage multiple senses (visual, auditory,
kinesthetic) to teach reading skills and promote
comprehension.
BEHAVIOR
MANAGEMENT
STRATEGIES
Positive Behavior Support (PBS)
PBS is a proactive, evidence-based approach to behavior
management that emphasizes teaching and reinforcing Social Skills Training
positive behaviors, establishing clear expectations, and using
data-driven strategies to prevent and address challenging Social skills interventions teach students with disabilities
behaviors. essential social skills, such as communication,
cooperation, problem-solving, and conflict resolution, to
promote positive peer interactions and social inclusion.
Functional Behavior Assessment (FBA)
FBA is a systematic process for identifying the function or
purpose of a student's challenging behavior and developing
individualized behavior intervention plans (BIPs) based on
antecedents, behaviors, and consequences.
ASSISTIVE
TECHNOLOGY
Augmentative and Alternative
Communication (AAC)
AAC systems, including communication boards, speech-
generating devices, and picture symbols, help individuals with
communication disorders express themselves effectively and
Visual Supports and Timers
participate in social interactions. Visual supports, such as visual schedules, picture cues,
and timers, assist students with autism spectrum
disorder (ASD) and other disabilities in understanding
expectations, managing transitions, and organizing their
Text-to-Speech and Speech-to-Text Tools time and tasks.
Text-to-speech and speech-to-text software support
students with reading disabilities, visual impairments, and
writing difficulties by converting text into speech or speech
into text, facilitating access to written materials and
enabling independent writing.
MATHEMATICS
INTERVENTIONS
Concrete-Representational-
Abstract (CRA) Approach
The CRA approach uses manipulatives, visual models, and
symbolic representations to help students with learning
disabilities understand abstract mathematical concepts and
Mathematics Fact Fluency
problem-solving strategies. Interventions
Interventions targeting mathematics fact fluency, such
as repeated practice, mnemonic devices, and
Mathematics Problem-Solving Strategies computer-based drills, enhance students' automaticity
and efficiency in recalling basic math facts.
Explicit instruction in problem-solving strategies, such as
drawing diagrams, using algorithms, and employing heuristic
techniques, supports students in analyzing math problems,
identifying relevant information, and applying appropriate
solution strategies.
EXECUTIVE
FUNCTIONING
INTERVENTIONS
Self-Regulation Strategies
Self-regulation interventions teach students self-monitoring, Environmental Modifications
goal-setting, time-management, and organizational skills to
improve attention, impulse control, planning, and problem- Environmental modifications, such as visual cues,
solving abilities. structured routines, and sensory accommodations,
create supportive learning environments that reduce
distractions, enhance predictability, and promote
Cognitive Behavioral Interventions successful participation for students with executive
Cognitive-behavioral strategies, including cognitive functioning challenges.
restructuring, self-talk, and relaxation techniques, help
students with executive functioning difficulties manage
stress, anxiety, and frustration and develop positive coping
mechanisms.
PHONICS-BASED
INSTRUCTION

Research findings consistently support the

effectiveness of phonics-based instruction in improving
reading outcomes, particularly for students with
reading difficulties or dyslexia

Meta-analyses and systematic reviews have

demonstrated that explicit, systematic phonics
instruction leads to significant gains in phonemic
awareness, decoding skills, word recognition, and
reading comprehension.

Longitudinal studies have shown that students who

receive phonics-based instruction exhibit higher levels
of reading achievement, fluency, and literacy skills
compared to peers who receive whole-language or
non-systematic instruction.
PEER-ASSISTED LEARNING
STRATEGIES (PALS)

Research studies have consistently shown that PALS

interventions lead to improvements in math fluency,
problem-solving skills, and academic achievement
among students with math difficulties.

Randomized controlled trials (RCTs) and quasi-

experimental studies have demonstrated that students
who participate in PALS interventions demonstrate
greater gains in math proficiency, accuracy, and
confidence compared to control groups.

PALS interventions have been associated with positive

effects on peer relationships, self-esteem, and
motivation, as students benefit from peer support,
collaboration, and shared learning experiences.
POSITIVE BEHAVIOR
SUPPORT (PBS)

Empirical research supports the effectiveness of PBS

interventions in reducing problem behavior, increasing
prosocial behavior, and improving school climate.

Longitudinal studies have shown that schools

implementing PBS frameworks experience reductions in
office referrals, suspensions, and disciplinary incidents,
leading to safer, more inclusive learning environments.

Outcome evaluations and program evaluations have

documented improvements in student outcomes,
academic engagement, and social-emotional
competence as a result of PBS interventions,
contributing to positive academic and behavioral
outcomes for students.
SOCIAL-EMOTIONAL
LEARNING (SEL) - SECOND
STEP CURRICULUM
Research evidence consistently demonstrates the
positive impact of SEL programs, such as the Second
Step Curriculum, on students' social-emotional skills,
attitudes, and behaviors.

Randomized controlled trials and quasi-experimental

studies have shown that students who participate in
SEL programs exhibit greater social-emotional
competence, self-regulation, and conflict resolution
skills compared to peers who do not receive SEL
instruction.

Longitudinal studies have documented the long-term

benefits of SEL interventions, including improvements in
academic achievement, graduation rates, and mental
health outcomes, as students develop critical SEL
competencies that contribute to their overall well-being
and success.
WHAT ARE EVIDENCE-
BASED INTERVENTIONS?

Evidence-based interventions (EBIs) are

practices, strategies, programs, or approaches
in education that have been systematically
researched, evaluated, and shown to be
effective in improving student outcomes based
on empirical evidence and rigorous research
methodologies.

These interventions are grounded in scientific

inquiry and supported by research findings that
demonstrate their effectiveness in addressing
specific educational goals, challenges, or needs.
SIGNIFICANCE
Effectiveness
Evidence-based interventions have demonstrated
effectiveness in improving student outcomes, such as
academic achievement, social-emotional development,
behavior management, and post-school transitions.

Accountability
Evidence-based interventions help educators, Professional Development
administrators, and policymakers make informed decisions
Evidence-based interventions inform professional
about resource allocation, program implementation, and
development efforts by providing educators with evidence-
educational policy development.
informed strategies, tools, and resources to enhance their
instructional practices and support student learning.

Equity and Inclusion

Data-Driven Decision Making
Evidence-based interventions promote equity, access,
Evidence-based interventions promote data-driven decision-
and inclusion by ensuring that all students, regardless of
making processes by encouraging educators to collect,
their background, abilities, or learning needs, have
analyze, and interpret data to inform instructional practices,
equitable opportunities to succeed and thrive in
monitor student progress, and evaluate program
educational settings.
effectiveness.
RESPONSE TO INTERVENTION (RTI) IN
ELEMENTARY READING INSTRUCTION
Background
A school district implemented a Response to Intervention
(RTI) framework to improve reading instruction and address
the needs of struggling readers in elementary schools. The
RTI model consisted of three tiers of instruction: Tier 1
(universal instruction for all students), Tier 2 (targeted
interventions for at-risk students), and Tier 3 (intensive
interventions for students with significant reading
Tier 2: Students identified as at-risk for reading
difficulties).
difficulties received additional small-group interventions
Implementation targeting specific skill deficits. Interventions included
supplemental phonics instruction, fluency practice,
Tier 1: All students received high-quality, evidence-based guided reading sessions, and differentiated instruction
reading instruction aligned with the district's curriculum based on students' individual needs.
standards. Teachers used research-based instructional
practices, such as explicit phonics instruction, vocabulary Tier 3: Students with persistent reading difficulties
development, and comprehension strategies, during whole- received intensive, individualized interventions tailored to
group reading instruction. their specific learning profiles. Interventions included
one-on-one tutoring, multisensory approaches,
repeated reading strategies, and progress monitoring
to track student growth and adjust interventions as
needed.
RESPONSE TO INTERVENTION (RTI) IN
ELEMENTARY READING INSTRUCTION
Outcomes
The implementation of the RTI framework led to
improvements in reading proficiency, fluency, and
comprehension among students at all tiers of instruction.
Teachers reported increased confidence in their ability to
identify students' reading needs, differentiate instruction,
and implement evidence-based interventions effectively.
The percentage of students meeting grade-level reading
benchmarks increased, and the achievement gap
Implementing evidence-based interventions at
between struggling readers and their peers narrowed
multiple tiers of instruction allowed for
over time.
differentiated support and targeted intervention
based on students' individual needs and response to
Key Lessons Learned instruction.
The RTI framework provided a systematic approach to
early intervention and prevention of reading difficulties, Ongoing data collection, progress monitoring, and
allowing educators to identify and address students' collaboration among teachers, interventionists, and
needs proactively. support staff were essential for monitoring student
progress, evaluating intervention effectiveness, and
making data-informed decisions about instructional
practices.
POSITIVE BEHAVIOR SUPPORT (PBS)
IN MIDDLE SCHOOL
Background
A middle school implemented a school-wide Positive Behavior
Support (PBS) framework to promote a positive school
climate, prevent disruptive behavior, and support students'
social-emotional development. The PBS framework
emphasized proactive strategies, tiered interventions, and
data-driven decision-making to address behavioral
challenges and promote positive behavior. Tier 2: Students identified as at-risk for behavioral
difficulties received targeted interventions and
supports through small-group interventions, mentoring
Implementation programs, and social skills training. The school provided
counseling services, behavior contracts, and peer
Tier 1: The school established clear behavioral expectations,
mediation to address individual needs.
implemented school-wide behavior rules, and recognized
positive behavior through acknowledgment systems,
Tier 3: Students with significant behavioral challenges
incentives, and rewards. Teachers incorporated explicit
received intensive, individualized supports and
instruction in social skills, conflict resolution, and self-
interventions tailored to their specific behavior goals
regulation into the curriculum.
and functional needs. The school conducted functional
behavior assessments (FBAs), developed behavior
intervention plans (BIPs), and provided wraparound
services and family support to address underlying
factors contributing to behavior problems.
POSITIVE BEHAVIOR SUPPORT (PBS)
IN MIDDLE SCHOOL
Outcomes
The implementation of the PBS framework led to a
reduction in office referrals, disciplinary incidents, and
suspensions among students.
Students reported feeling safer, more engaged, and
more connected to their school community, fostering a
positive school climate and sense of belonging.
Teachers and staff reported increased collaboration,
Implementing tiered interventions allowed for early
consistency, and buy-in for the PBS framework, leading
identification and intervention of behavioral
to greater staff morale and job satisfaction.
concerns, promoting a supportive and inclusive
learning environment for all students.

Key Lessons Learned The PBS framework required a whole-school

Positive Behavior Support (PBS) provided a proactive and
preventive approach to behavior management,
emphasizing teaching and reinforcing positive behavior
rather than focusing solely on punishment and
consequences.
approach, including leadership support, staff
training, and ongoing monitoring and evaluation to
sustain implementation fidelity and ensure long-term
effectiveness.
READING INTERVENTION: PHONICS-
BASED INSTRUCTION
Background
Phonics-based instruction is an evidence-based intervention
widely used to improve reading skills, particularly for
students with dyslexia and other reading difficulties. This
intervention focuses on teaching students the relationship
between letters and sounds, decoding skills, and phonemic
awareness to enhance reading fluency and comprehension.

Implementation
Teachers provide explicit, systematic instruction in
phonics principles, letter-sound correspondences, and
decoding strategies.
Multisensory approaches, such as Orton-Gillingham and
Wilson Reading System, engage students in hands-on
activities, visual aids, and auditory cues to reinforce
phonics concepts.
Phonics instruction is scaffolded to meet the individual
needs and learning styles of students, with opportunities
for practice, feedback, and reinforcement.
Outcomes
Research studies have shown that phonics-based
instruction is effective in improving decoding skills, word
recognition, and reading fluency among students with
reading difficulties.
Students who receive phonics instruction demonstrate
greater gains in reading accuracy and comprehension
compared to peers who receive traditional instruction.
Phonics-based interventions have been associated with
long-term improvements in reading achievement and
reduced risk of reading failure.
MATH INTERVENTION: PEER-ASSISTED
LEARNING STRATEGIES (PALS)
Background
Peer-Assisted Learning Strategies (PALS) is an evidence-
based intervention designed to improve math fluency,
problem-solving skills, and academic achievement among
students with math difficulties. PALS incorporates
cooperative learning, peer tutoring, and structured practice
to enhance student engagement and mastery of math
concepts.
Outcomes
Implementation Research studies have demonstrated that PALS
Students work in pairs or small groups to engage in interventions lead to significant improvements in math
collaborative learning activities, such as problem-solving fluency, accuracy, and problem-solving skills among
tasks, math games, and peer tutoring sessions. students with math difficulties.
Peers provide support, feedback, and reinforcement to Students who participate in PALS interventions show
help each other understand math concepts, apply increased confidence, motivation, and enjoyment of math
problem-solving strategies, and build fluency in math learning, fostering positive attitudes towards
operations. mathematics.
PALS interventions are implemented as part of regular PALS interventions have been associated with improved
classroom instruction or as supplemental interventions academic performance, reduced math anxiety, and
delivered by teachers, tutors, or peer mentors. enhanced peer relationships in inclusive classroom
settings.
BEHAVIOR MANAGEMENT: POSITIVE
BEHAVIOR SUPPORT (PBS)
Background
Positive Behavior Support (PBS) is an evidence-based
intervention framework used to promote positive behavior,
prevent problem behavior, and support social-emotional
development among students in schools. PBS emphasizes
proactive strategies, positive reinforcement, and
collaborative problem-solving to create supportive learning
environments.
Outcomes
Implementation Research studies have shown that PBS interventions lead
Schools establish clear behavioral expectations, rules, and to reductions in disruptive behavior, office referrals, and
routines that are explicitly taught and consistently disciplinary incidents among students.
reinforced across settings. Schools implementing PBS report improvements in school
PBS interventions use data-driven decision making, climate, student engagement, and staff morale, fostering
functional behavior assessment (FBA), and behavior a positive and inclusive learning environment.
intervention planning (BIP) to identify the function of PBS interventions have been associated with increased
behavior and develop individualized support plans. academic engagement, social competence, and
PBS strategies include teaching social skills, implementing emotional regulation skills, promoting positive outcomes
reinforcement systems, modifying the environment, and for students with behavior challenges.
providing tiered levels of intervention based on student
needs.
SOCIAL-EMOTIONAL LEARNING (SEL):
SECOND STEP CURRICULUM
Background
The Second Step Curriculum is an evidence-based SEL
program designed to promote social-emotional competence,
self-regulation, and interpersonal skills among students. The
curriculum includes age-appropriate lessons, activities, and
resources to teach students essential SEL competencies
such as empathy, communication, problem-solving, and
conflict resolution.
Outcomes
Implementation Research studies have demonstrated that the Second
Teachers deliver weekly lessons and activities that Step Curriculum leads to improvements in students'
address core SEL competencies through interactive social-emotional skills, prosocial behaviors, and peer
discussions, role-playing exercises, and cooperative relationships.
learning tasks. Students who participate in SEL programs show
The Second Step Curriculum incorporates explicit increased emotional intelligence, self-awareness, and
instruction in emotion recognition, empathy development, conflict resolution skills, enhancing their ability to navigate
impulse control, and decision-making skills. social interactions and manage interpersonal
SEL instruction is integrated into classroom routines, relationships.
academic content areas, and school-wide initiatives to SEL interventions have been associated with reductions
promote a positive school climate and reinforce SEL in aggression, bullying, and disciplinary incidents,
principles. contributing to a safer, more supportive learning
environment for all students.
INTEGRATION OF
RESEARCH INTO THE
DECISION-MAKING
PROCESS

The integration of research into the decision-

making process in education is crucial for
ensuring that policies, programs, and practices
are informed by evidence and best practices.
KEY ASPECTS
Identifying Relevant Research
Decision-makers should stay informed about the latest
research findings, trends, and developments in education.
This involves accessing peer-reviewed journals, attending
conferences, and collaborating with researchers and experts
in the field to identify relevant studies and evidence-based
practices.
Contextualizing Research Findings
Decision-makers should consider the context in which
Critical Appraisal of Research research findings were generated and the applicability of
It’s important for decision-makers to critically evaluate those findings to their specific educational setting. They
research studies, considering factors such as the study should examine factors such as student demographics,
design, methodology, sample size, validity, and reliability of cultural diversity, socioeconomic status, and local resources
findings. They should assess the quality of evidence and when interpreting research findings and making decisions
weigh the strength of research findings when making about implementation.
decisions about policies, programs, and interventions.
KEY ASPECTS
Engaging Stakeholders
Decision-makers should engage stakeholders, including
educators, administrators, families, students, and community
members, in the decision-making process. By soliciting input,
feedback, and perspectives from diverse stakeholders,
decision-makers can ensure that policies and programs
reflect the needs, preferences, and priorities of the
communities they serve. Monitoring and Evaluation
Decision-makers should monitor and evaluate the
implementation and impact of policies, programs, and
Translating Research into Practice interventions over time. By collecting and analyzing data on
Decision-makers should facilitate the translation of research implementation fidelity, student outcomes, and program
findings into actionable strategies, policies, and interventions effectiveness, decision-makers can assess the success of
that can be implemented effectively in educational settings. their initiatives and make data-driven adjustments as needed
This may involve disseminating research summaries, providing to optimize results.
professional development, and supporting capacity building
among educators to promote evidence-based practices.
KEY ASPECTS
Promoting a Culture of
Evidence-Based Decision
Making
Decision-makers should foster a culture of evidence-based
decision-making within their organizations and institutions.
This involves promoting awareness of research findings,
encouraging collaboration between researchers and
practitioners, and supporting the use of data and evidence
to inform decision-making at all levels of the educational
system.
THANK YOU
FOR
LISTENING!