Evidence-based practice in the context of early childhood special education

Abstract

Using research and other forms of scientific evidence to make recommendations and decisions on interventions for young children with special needs is not a new idea or practice; in fact, data-based decision making has been done for many years. However, until recently this was not a formalized process. Over the past 15 years, coinciding with an increase in accountability in both the educational and healthcare systems, this has changed dramatically. The use of scientific evidence to inform decision making is now frequently referred to as evidence-based practice and has become a formalized, well-defined, and legally mandated process. This chapter will explore the historical contexts and conceptualizations of evidence-based practice, outline current conceptual frameworks of evidence-based practice that can be used by individuals who work with young children with or at risk for developmental or other disabilities, examine the intersection between evidence-based practice and current recommended practices for early childhood special education from the Council for Exceptional Children’s (CEC) Division for Early Childhood (DEC), and conclude with considerations surrounding ways in which EBP can be used to continue to improve outcomes for young children with special needs and their families.