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

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

Research output: Contribution to journalArticle

3 Citations (Scopus)

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 languageEnglish (US)
Pages (from-to)130-141
Number of pages12
JournalLearning Disabilities Research and Practice
Volume31
Issue number3
DOIs
StatePublished - Aug 1 2016

Fingerprint

Mathematics
Evidence-Based Practice
mathematics
Students
evidence
student
educator
Legislation
disability
legislation
instruction
Research

All Science Journal Classification (ASJC) codes

  • Health(social science)
  • Education
  • Developmental and Educational Psychology

Cite this

Hughes, Elizabeth Murphy ; Powell, Sarah R. ; Lembke, Erica S. ; Riley-Tillman, T. Chris. / Taking the Guesswork out of Locating Evidence-Based Mathematics Practices for Diverse Learners. In: Learning Disabilities Research and Practice. 2016 ; Vol. 31, No. 3. pp. 130-141.
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Taking the Guesswork out of Locating Evidence-Based Mathematics Practices for Diverse Learners. / Hughes, Elizabeth Murphy; Powell, Sarah R.; Lembke, Erica S.; Riley-Tillman, T. Chris.

In: Learning Disabilities Research and Practice, Vol. 31, No. 3, 01.08.2016, p. 130-141.

Research output: Contribution to journalArticle

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