Bridging the Gap Between Research and Practice

Belva C. CollinsVictoria Knight

Ann Katherine GriffenUniversity of Kentucky

Reasons That Teachers Need to be Researchers

To implement and evaluate evidence-based practices in applied settings

To problem solve independently

To understand and critique the professional literature for applications

To become leaders in their profession at all levels

To disseminate practices that work

How Personnel Preparation Programs Can Facilitate Research in Practice

Require that students read and critique the professional literature

Facilitate a research culture early in the preparatory program

Assign literature reviews

Address empirical questions in class discussions

Teach research methodologies that can be applied in school and community settings

Require field-based research projects to address practical questions

Examples of Research-Based Coursework at the University of Kentucky

Undergraduate (and alternate certificate) coursesEDS 516 – Basic ABA course requiring behavioral programEDS 530 – Survey course requiring literature reviewEDS 549/550 – Application of evidence-based practices with

data collection

Examples of Research-Based Coursework at the University of Kentucky

Graduate coursesEDS 633 – Single subject research designEDS 601 – Basic ABA course requiring publishable research

projectEDS 603 – ABA course requiring publishable data-based

consultationEDS 630 – Course on evidence-based instructional practices

requiring publishable research project in applied setting

Examples of Research-Based Coursework at the University of Kentucky

Graduate coursesEDS 631 – Course on evidence-based instructional practices

requiring publishable literature reviewEDS 632 – Field-based practica with options that include literature

reviews, behavioral/instructional research projects and consultations

EDS 634 – Leadership course that facilitates completion of capstone research project in applied setting

EDS 768 – Thesis research

Requirements for EDS 633: Single Subject Research Design Study guides

Quizzes

Research to Practice Lesson Plans

Evidence-based Practice Assignment (Paper for Doctoral Students)

Examples from EDS 633: Single Subject Research Design

Example #1: Procedures Using class wide peer tutoring to increase academic

performance in children with ADHD-like behaviors

Example #2: Data Collection Data Recording Sheet Used to Monitor the Occurrence of

Social Communicative Skills

Requirements for EDS 601: Applied Behavior Analysis Study guides

Quizzes

SAFMEDS (Say All Fast Minute Every Day Shuffled)

Behavior change project

Behavior change presentation

Article Review (Doctoral students only)

Examples from EDS 601: Applied Behavior Analysis

Example #1: Self-monitoring of On-task behaviors Using the

MotivAider by a Middle School Student with an Intellectual Disability

Example #2 The Effect of Video Modeling on Tooth Brushing in High

School Students with Down Syndrome

Requirements for EDS 603: Behavioral Consultation in the schools FBA-BIPs

Case Presentations

Teacher Intervention Plan

Information Sheet for Teachers and Behavior Specialists

Class Instruction

Examples from EDS 603: Behavioral Consultation in the schools

Example #1: Information Sheet for Teachers

Example #2: Recommendations from a FBA-BIP

Access Reinforcement in the Environment: Engaging the student in up and down movements may also help to wake him up and provide stimulation before sitting down at the morning meeting table (Schaaf, 2011; Van Rie, & Heflin, 2009)

Differential Reinforcement of Alternative Behavior (DRA) Every instance should be met with praise coupled with a reinforcer that has been determined from a stimulus preference assessment (Carr & Wilder, 2003; Wallace & Najdowski, 2009).

Communication Board: The communication could be used in more than one setting, programmed with various requests and comments to promote expression of needs/wants and comments on activities (Boutot et al., 2009).

Requirements for EDS 630: Advanced MethodsComprehensive exam

Discussion of refereed studies focused on evidence-based practices in systematic instruction

Abstracts on additional refereed studies focusing on instruction

Investigation of instructional practice as evidence-based

Single subject applied study of an instructional strategy

Example from EDS 630: Advanced MethodsStudent project

Simultaneous prompting procedureParagraph writing as chained task Middle school students with disabilities Inclusion of non-targeted information on grammarMultiple probe design across studentAccepted for publication by Journal of Behavioral Education

Example from EDS 630: Advanced Methods

Requirements for EDS 632: Field-based Practica Journal Article Abstracts

Instructional Programs

Reflection Assignments

Consultations

Presentations/Trainings

Advocacy

Examples from EDS 632: Field-based Practica Content Knowledge Application

Problem-Solving

Leadership

Mentoring

Research

Guidelines for Bridging the Gap from Research to Practice

Make research an expectation

Require readings and discussion from refereed journals (including those by student authors)

Teach single subject research methodologies

Teach that the questions drives the methodology

Continually generate research questions in lectures and discussion

Familiarize students early with IRB requirements

Guidelines for Bridging the Gap from Research to Practice

Require data collection and a minimum of an AB design on all applied projects

Always give the option of applied research across coursework

Encourage critical analysis of hot topics in the field

Find opportunities for student to present their work

Provide mentoring opportunities for beginning researchers

Make publication and presentation a collaborative process

Get students excited about research!!!

DiscussionHow do you prepare teachers to become lifelong active consumers

of research?

How do you encourage teachers to use best practices as active consumers of research?

How do you prepare teachers with skills to problem solve in their classrooms by conducting applied research?

How do you facilitate dissemination of applied research conducted by classroom teachers?