Addressing Barriers to Evidence-Based Practice: Using Evidence-Based Decision Making and High-Leverage Practices to Meet Student Needs

Abstract

For the last decade, educators have been directed to use evidence-based practices in their classrooms. However, despite this direction, the use of these practices is not widespread in many classrooms. Though many resources exist to help educators locate and select these practices educators face barriers which make these practices infeasible or inappropriate for use in their classrooms. In this circumstance, educators can use evidence-based decision making to (1) address the barriers to using an evidence-based practice, (2) locate non-evidence-based practices (non-EBPs) with promising or mixed effects that meet student needs and are feasible in the classroom, (3) adapt Non-EBPs using High Leverage Practices to boost effectiveness, and (4) monitor progress closely using Data-Based Individualization to ensure the occurrence of student benefit. The use of evidence-based decision making provides a framework for educators to implement effective interventions in their classrooms.