1. WEBINAR 2 Defining Scientific Research Based Intervention

2. Outcomes for this webinar: Identify key features of Scientific Research Based Intervention. Identify factors that are critical in choosing an intervention

3. Defining Scientifically Research-based (A) means research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs; and NCLB Sec. 9101(37) & IDEA Sec. 300.35

4. Defining SRBI (B) includes research that — Employs systematic, empirical methods that draw on observation or experiment; Involves rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions drawn; Relies on measurements or observational methods that provide reliable and valid data across evaluators and observers, across multiple measurements and observations, and across studies by the same or different investigators; NCLB Sec. 9101(37) & IDEA Sec. 300.35

5. Defining SRBI (cont.) ensures that experimental studies are presented in sufficient detail and clarity to allow for replication or, at a minimum, offer the opportunity to build systematically on their findings; has been accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective, and scientific review. NCLB Sec. 9101(37) & IDEA Sec. 300.35

6. Questions that are appropriate to ask about your instruction / intervention / curriculum? – What is base of research to support its use? – How closely does their population of students match yours? – What are the critical features they are using? – How do they know it is working?

7. Decision Tree for Selecting Evidence-Based Practices See page 1 in handouts Top to Bottom – process when SRBI’s are not available Left to Right—process from putting practice in place to scaling it up across a school or district.

8. Using Research in the Selection Process Statistical significant results means we feel confident that something is different Effect size puts a value to the amount of change between two groups. Consider it to be strength of effect or return on investment (ROI) -.8+ large effect –.5 moderate effect –.2-.3small effect Cohen,J. (1988). Statistidcal Power Analysis for the Behavioral Sciences (2 nd Ed. Lawrenece Earlbaum Associates)

9. Decision Tree for Selecting Evidence-Based Practices See page 1 in handouts Top to Bottom – process when SRBI’s are not available Left to Right—process from putting practice in place to scaling it up across a school or district.

10. Did You Know? An evidence-based program is one thing… Implementation of an evidence-based program is a very different thing. (Fixsen and Blase, 2006)

11. Critical Features of Intervention Documented base of research to support (Scientific Research-Based Interventions or SRBI) Matched to needs of students Implemented as designed Continuously evaluated for effectiveness (groups and individuals)

12. Outcomes? Outcomes for this webinar: Identify key features of Scientific Research Based Intervention. Identify factors that are critical in choosing an intervention