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Evidence‐Based Reviews: How Evidence‐Based Practices are Systematically Identified
Author(s) -
Cook Bryan G.,
Collins Lauren W.,
Cook Sara Cothren,
Cook Lysandra
Publication year - 2020
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/ldrp.12213
Subject(s) - evidence based practice , best evidence , systematic review , psychology , set (abstract data type) , best practice , evidence based medicine , field (mathematics) , trustworthiness , scientific evidence , population , management science , medical education , medline , computer science , medicine , alternative medicine , social psychology , engineering , philosophy , mathematics , law , pathology , management , epistemology , political science , programming language , pure mathematics , economics , environmental health
Evidence‐based reviews are a type of systematic literature review used to identify evidence‐based practices. When conducting an evidence‐based review, researchers apply predetermined standards to identify evidence‐based practices—practices that have been shown to reliably improve an outcome for a population of learners, according to evidence from a body of rigorous, experimental studies. In this article, we describe evidence‐based reviews, provide an overview of one set of evidence standards used in special education, and describe important caveats and considerations related to evidence‐based reviews. We conclude with two examples of evidence‐based reviews in the field of learning disabilities. Our take‐home message is that evidence‐based reviews are a trustworthy approach for identifying generally effective instructional practices—but no practices, not even evidence‐based practices, are effective for all learners.