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FRONT COVER -- EVIDENCE-BASED PRACTICES -- COPYRIGHT PAGE -- CONTENTS -- LIST OF CONTRIBUTORS -- CHAPTER 1 EVIDENCE-BASED PRACTICES IN LEARNING AND BEHAVIORAL DISABILITIES: THE SEARCH FOR EFFECTIVE INSTRUCTION -- WHAT ARE EVIDENCE-BASED PRACTICES? -- WHY AND HOW ARE EVIDENCE-BASED PRACTICES IMPORTANT? -- LIMITATIONS OF EVIDENCE-BASED PRACTICES -- ONGOING ISSUES RELATED TO EVIDENCE-BASED PRACTICES -- FUTURE DIRECTIONS IN EVIDENCE-BASED PRACTICES -- SUMMARY -- REFERENCES -- CHAPTER 2 EVIDENCE-BASED EDUCATION AND BEST AVAILABLE EVIDENCE: DECISION-MAKING UNDER CONDITIONS OF UNCERTAINTY -- BEST AVAILABLE EVIDENCE -- CLASSES OF BEST AVAILABLE EVIDENCE -- ALTERNATIVE SOURCES OF EVIDENCE -- SMALLER UNITS OF ANALYSIS -- INTEGRATING SOURCES OF BEST AVAILABLE EVIDENCE TO REDUCE UNCERTAINTY -- REFERENCES -- CHAPTER 3 APPRAISING SYSTEMATIC REVIEWS: FROM NAVIGATING SYNOPSES OF REVIEWS TO CONDUCTING ONE''S OWN APPRAISAL -- NAVIGATING THE 6S PYRAMID OF EVIDENCE-BASED INFORMATION SOURCES -- IMPLEMENTING YOUR OWN APPRAISAL OF A SYSTEMATIC REVIEW -- SUMMARY AND CONCLUSIONS -- ACKNOWLEDGMENTS -- REFERENCES -- CHAPTER 4 ADAPTING RESEARCH-BASED PRACTICES WITH FIDELITY: FLEXIBILITY BY DESIGN -- DOUBT IS NOT A PLEASANT CONDITION BUT CERTAINTY IS ABSURD-VOLTAIRE -- THE ROLE AND IMPORTANCE OF FIDELITY IN RESEARCH AND PRACTICE -- ALL FIDELITY, ALL THE TIME? CAVEATS AND CONSIDERATIONS -- FLEXIBILITY BY DESIGN -- FOUNDATIONS FOR UNDERSTANDING ADAPTED AND ADAPTIVE IMPLEMENTATION -- CONCLUSIONS AND FUTURE DIRECTIONS -- REFERENCES -- CHAPTER 5 SYNTHESIZING SINGLE-CASE RESEARCH TO IDENTIFY EVIDENCE-BASED TREATMENTS -- THE ROLE OF SINGLE-CASE RESEARCH IN EVIDENCE-BASED PRACTICE -- SINGLE-CASE RESEARCH, AGGREGATION, AND EFFECT SIZES -- REPORTING OF EFFECT SIZES -- AN EXAMPLE OF SYNTHESIZING SINGLE-CASE RESEARCH -- HOW TO AGGREGATE SINGLE-CASE RESEARCH DATA -- CONCLUSION -- REFERENCES -- CHAPTER 6 UTILIZING EVIDENCE-BASED PRACTICE IN TEACHER PREPARATION -- TEACHER EDUCATION, TEACHING PRACTICE, AND PUPIL LEARNING -- TEACHER UNDERSTANDING AND USE OF EMPIRICALLY SUPPORTED INTERVENTIONS -- SAMPLE PROJECTS TO PREPARE PRESERVICE TEACHERS TO USE EBP -- ADVANCING EVIDENCE-BASED PRACTICE IN TEACHER EDUCATION -- INFUSING EVIDENCE-BASED PRACTICE INTO TEACHING, RESEARCH, AND SERVICE FUNCTIONS -- REFERENCES -- CHAPTER 7 THE PEER-REVIEWED REQUIREMENT OF THE IDEA: AN EXAMINATION OF LAW AND POLICY -- EDUCATIONAL RESEARCH AND FEDERAL POLICY -- THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT AND THE PEER-REVIEWED RESEARCH REQUIREMENT -- THE US DEPARTMENT OF EDUCATION, HEARINGS, COURT CASES, AND THE PEER-REVIEWED RESEARCH REQUIREMENT -- FREE AND APPROPRIATE PUBLIC EDUCATION AND THE PEER-REVIEWED RESEARCH REQUIREMENT -- THE US DEPARTMENT OF EDUCATION AND THE PEER-REVIEWED RESEARCH REQUIREMENT -- IMPLICATIONS OF THE PEER-REVIEWED RESEARCH REQUIREMENT FOR TEACHERS OF STUDENTS WITH DISABILITIES -- THE FUTURE OF THE IDEA AND PEER-REVIEWED RESEARCH REQUIREMENT -- SUMMARY -- REFERENCES -- CHAPTER 8 FROM RESEARCH TO PRACTICE IN EARLY CHILDHOOD INTERVENTION: A TRANSLATIONAL FRAMEWORK AND APPROACH -- A TRANSLATIONAL FRAMEWORK FOR BRIDGING THE RESEARCH TO PRACTICE GAP -- TRANSLATING EARLY CHILDHOOD INTERVENTION RESEARCH INTO PRACTICE -- DISCUSSION -- CONCLUSION -- REFERENCES -- CHAPTER 9 EFFECTIVE EDUCATIONAL PRACTICES FOR CHILDREN AND YOUTH WITH AUTISM SPECTRUM DISORDERS: ISSUES, RECOMMENDATIONS, AND TRENDS -- EFFECTIVE PRACTICES AND AUTISM SPECTRUM DISORDERS -- A MODEL FOR FUNCTIONAL AND EFFECTUAL EFFECTIVE-PRACTICE APPLICATION -- GUIDELINES FOR ADOPTING AND USING AN EFFECTIVE-PRACTICE MODEL -- TRENDS IN EFFECTIVE-PRACTICE INTERVENTIONS AND SUPPORTS FOR LEARNERS WITH ASD -- CONCLUDING THOUGHTS -- REFERENCES -- CHAPTER 10 CONSTRUCTING EFFECTIVE INSTRUCTIONAL TOOLKITS: A SELECTIVE REVIEW OF EVIDENCE-BASED PRACTICES FOR STUDENTS WITH LEARNING DISABILITIES -- WHAT WORKS CLEARINGHOUSE -- BEST EVIDENCE ENCYCLOPEDIA -- NATIONAL SECONDARY TRANSITION TECHNICAL ASSISTANCE CENTER -- PROMISING PRACTICES NETWORK -- CURRENT PRACTICE ALERTS -- DISCUSSION -- REFERENCES -- CHAPTER 11 EVIDENCE-BASED PRACTICE IN EMOTIONAL AND BEHAVIORAL DISORDERS -- EVIDENCE-BASED PRACTICE IN EMOTIONAL AND BEHAVIORAL DISORDERS -- PROBLEMS WITH PRESCRIBING TREATMENT BASED ON A LABEL -- MOVING FROM LABELS TOWARD TARGETS FOR INTERVENTION -- INTERVENTIONS THAT SHOW PROMISE -- EVALUATING EVIDENCE BASES -- EFFECTIVE FOR WHOM? -- CONCLUSION: A CALL TO ACTION -- REFERENCES -- CHAPTER 12 EVIDENCE-BASED PRACTICES IN AUSTRALIA -- DESCRIPTION OF THE AUSTRALIAN EDUCATION SYSTEM -- FEDERAL AND STATE POLICY AND EVIDENCE-BASED PRACTICE IN AUSTRALIA -- EVIDENCE-BASED PRACTICE AND TEACHER ACCREDITATION -- EVIDENCE-BASED PRACTICES IN TEACHER EDUCATION PROGRAMS -- EVIDENCE-BASED PRACTICES IN AUSTRALIAN SCHOOLS -- CONCLUSIONS -- REFERENCES -- .