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Encyclopedia of Special Education : A Reference for the Education of Children, Adolescents, and Adults with Disabilities and Other Exceptional IndividualsEvidence‐Based Secondary Transition Practices

Encyclopedia of Special Education : A Reference for the Education of Children, Adolescents, and... These practices were labeled by the dependent variable (or EVIDENCE-BASED SECONDARY TRANSITION skill learned) rather than the independent variable. This PRACTICES was done because NSTTAC assumed teachers would want information on teaching a specific skill (e.g., teaching gro- Evidence-based practices (EBP) are an outgrowth of the cery shopping), rather than the method used to teach the call for teachers to use scientifically based instructional skill (e.g., using constant time delay). However, recently, strategies in the early 2000s. First, the No Child Left NSTTAC updated the list of evidence-based secondary Behind Act (NCLB, 2001) required schools to ensure that transition practices to include both the independent and all students had access to effective, scientifically based dependent variables (see Table E.10). instructional strategies derived from scientifically based Since the term evidence-based practice is relatively new, research. Scientifically based research was defined as in order to avoid confusion, it must be differentiated research that involved the use of ‘‘rigorous, systematic, and from other terms such as best practice and research- objective procedures to obtain reliable and valid knowledge based practice. First, over time, the term best practice relevant to education activities and programs’’ [20 U.S.C has come to mean a practice supported http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Encyclopedia of Special Education : A Reference for the Education of Children, Adolescents, and Adults with Disabilities and Other Exceptional IndividualsEvidence‐Based Secondary Transition Practices

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References (8)

Publisher
John Wiley & Sons, Inc.
Copyright
Copyright © 2013 John Wiley & Sons, Inc. All rights reserved.
ISBN
9781118660584
DOI
10.1002/9781118660584.ese0879
Publisher site
See Chapter on Publisher Site

Abstract

These practices were labeled by the dependent variable (or EVIDENCE-BASED SECONDARY TRANSITION skill learned) rather than the independent variable. This PRACTICES was done because NSTTAC assumed teachers would want information on teaching a specific skill (e.g., teaching gro- Evidence-based practices (EBP) are an outgrowth of the cery shopping), rather than the method used to teach the call for teachers to use scientifically based instructional skill (e.g., using constant time delay). However, recently, strategies in the early 2000s. First, the No Child Left NSTTAC updated the list of evidence-based secondary Behind Act (NCLB, 2001) required schools to ensure that transition practices to include both the independent and all students had access to effective, scientifically based dependent variables (see Table E.10). instructional strategies derived from scientifically based Since the term evidence-based practice is relatively new, research. Scientifically based research was defined as in order to avoid confusion, it must be differentiated research that involved the use of ‘‘rigorous, systematic, and from other terms such as best practice and research- objective procedures to obtain reliable and valid knowledge based practice. First, over time, the term best practice relevant to education activities and programs’’ [20 U.S.C has come to mean a practice supported

Published: Aug 13, 2013

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