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

Research output: Contribution to journalArticle

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

All Science Journal Classification (ASJC) codes

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

Fingerprint Dive into the research topics of 'Taking the Guesswork out of Locating Evidence-Based Mathematics Practices for Diverse Learners'. Together they form a unique fingerprint.

  • Cite this