Including Evidence-Based Strategies and Supports in IEP Development

Define EBP in the field of special education.
Identify the criteria for determining what is considered EBP.
Summarize the importance of EBP in the field of special education.
Identify a resource for locating EBP strategies (e.g. WWC, University of Arizona Global Campus Library, or some other database/source).
Explain the types of strategies available through this resource (i.e. grade level, domain or subjects, number of strategies available, etc.).
Describe how you will incorporate EBP into your current or future professional practice in two to three sentences.

Henley, M., Ramsey, R. S., & Algozzine, R. F. (2009). Characteristics of and strategies for teaching students with mild disabilities (6th ed.). Pearson.


Bourgault, D. (2008). Present levels of academic achievement and functional performance (PLAAFP/PLEP) development (Links to an external site.). Retrieved from
Burns, M. K., Egan, A. M., Kunkel, A. K., McComas, J., Peterson, M. M., Rahn, N. L., & Wilson, J. (2013). Training for generalization and maintenance in RTI implementation: Front-loading for sustainability. Learning Disabilities Research & Practice, 28(2), 81-88.
Brown, L. (2015, April 28). A quick guide to writing your elevator pitch (with examples!) (Links to an external site.) [Blog post]. Retrieved from:
Cook, B. G., Tankersley, M., & Landrum, T. J. (2009). Determining evidence-based practices in special education (Links to an external site.). Exceptional Children, 75(3), 365-383. Retrieved from
Cornelius, K. E. (2014). Formative assessment made easy: Templates for collecting daily data in inclusive classrooms. Teaching Exceptional Children, 47(2), 112-118.
Council for Exceptional Children. (2014). Standards for evidence-based practice in special education (Links to an external site.) [Report]. Retrieved from

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