Evidence Based Practice for Education

The two policies have helped in identifying the practices which are evidence-based or research-based for students with special needs. Evidence-based practices (EPB), originated in the field of medicine after working for many patients. They are concepts which based on the clinical physicians, an individual can make judgment established on previous systemic research (Cook & Cook, 2013). In education, there are different concepts which may define evidence-based practices. First, it may encompass the entire curricula thus termed as macro-EBP or could include specific practices within a program thus known as micro-EBP. This Act was passed in 2001, which details a plan that would ensure improvement in all schools for students (Melnyk et al. For the first time in teaching history, tutors were required to implement this practices in their classrooms.

To emphasize this, the IDEA policy was also adopted to give a voice to students. The individual with disabilities education act. This is a federal act which requires schools to aid the educational needs of suitable students with disabilities. It involves various techniques such as modeling, shaping, getting feedback, reinforcement, and role-playing. Social narratives Many students in the early stages of education enter classes without knowing the basics of social interactions. For instance, some fail to understand how to great people or even interact with new students or even their tutors. Even with the incorporation of certain practices in education, still, students with disorders are unable to communicate well in the classroom. Lack of social skills often makes students, for example, those with autism disorder not to interact effectively.

By reviewing the individualized education plan level of performance, or direct observation of the student, a tutor should be able to know the traits about the student and the environment they are working from (Wong et al. Secondly, the tutor needs to think about the context of the student relating it to the environment while answering the “wh” questions. Eventually, from the issues, the tutor should be able to identify the behavior and what gains have the student made by communicating by engaging to that behavior. One important thing to note is understanding why a particular social problem is difficult for that student. Gathering the important information about this student is the core towards helping that student. The descriptive which answer the “wh” questions, the perspective sentences that describe the activities that occurred and the people involved.

Directive sentences that will guide the student on what to do in various situations and lastly the affirmative sentences that confirm actions from the students are affirmative. Supporting evidence As far as this method is concerned, many students with ASD and other disorders have improved immensely according to scientists (Wong et al. While it shapes behaviour and the attitude towards approaching a social issues, also, it improves the understanding of the learner to the environment well. This makes them become familiar to their teachers, friends, and parents and have etiquette while approaching them in every aspect. When the student views what they did successfully, they get excited and want to do more of the same again and again. This method is known as video self-modeling.

The method is appropriate for students with ASD among other disabilities and classified as an evidence-based intervention according to research (Hew & Cheung, 2013). Thorough visual cues, learning is made effective through an entire population and even across all ages. Implementation process. To increase self-efficacy, it is essential to edit the footage and remove any detrimental scenes and show the student they can complete a task without necessarily being helped (Townsend & Morgan, 2017). Some students are always unable to practice role-playing and might need some time-consuming model. Such students have severe disabilities or disorders (Townsend & Morgan, 2017). For such situations, the learner is filmed severally and continuously until the result are enough to create a video at least. While this method is used, its purpose is to increase emerging behavior or rarely experienced ones in a student’s catalog.

However, scientists also argue that this model is not the best for intervention since it is not a developmental process. Social skills training Social skills training is an appropriate method for learners who are unable are a risk of having emotional and behavioral disorders. It is a valid model for any age as it can be used for students of as from 4 years and extends to 12 years (Lilienfeld et al. The skills targets skills in the areas of problem-solving, perspective talking, friendship skills, conversation skills, social competence, emotional recognition, and mind theory. In addition to those, some interaction skills such as initiation, greeting, accepting compliments, sharing among others are also enhanced. In each group, a leader is identified who is essential during training.

Thirdly, the process involves collecting baseline data. Datasheets are materials which capture the details of each student with their target skill (Singer & Smith, 2013). In every meeting by the group, the teacher is supposed to record data for each group. After collection, a summary with the help of graphs, tables or pie charts is used which will identify the learners existing use of the skill. Broad topics are broken down into teachable units. Supporting evidence During the teaching process, tutors are allowed to identify resources which might be of use to the learners and can enhance their skill development. Also, they are meant to provide the students with appropriate materials which they can use for research or additional study. Most important, it is vital to adhere to the schedule and offer the training regularly to maintain the rhythm of learning.

Lastly, when the period of discussions is due, the tutors need to collect data analysis and check whether their students have improved, declined or still the same (Singer & Smith, 2013). Secondly, the learner is able to design their behavior management programs and follow them to the latter. Lastly, across all the contents, the individual is able to show improvements in behavior across a range of contexts which facilitates generalization of adaptive behavior and supports autonomy. However, it should be clear that this program is meant to enhance rather than replace procedures which are already in place. Designing a self-management plan and implementation process. While undertaking a self-management plan, it needs not bot be complicated. The sixth step involves implementing the plan. At specific intervals, the learner should be able to rate their behavior on the self-monitoring form.

Final stages of this process involve meeting with the student to review the results. Since goals have been drafted, the student and teacher need to review them in every day of the meeting. Supporting evidence Motivating the student by praising them for the whole process is equally important. Since most states appreciate it, it is also important for teachers to be keen and enthusiastic while administering such strategies. While some procedures would be time-consuming, others will be easier to practice depending on the student. Tutors should be ready to understand the willingness of their students to learn and adapt these strategies. The mentioned strategies are all critical but considering the nature while using them is important. They require specialists while administering them too.