Evidence-Based Practices in the Field of Intellectual and Developmental Disabilities: An International Consensus Approach

Autor/inn/en	Schalock, Robert L.; Verdugo, Miguel Angel; Gomez, Laura E.
Titel	Evidence-Based Practices in the Field of Intellectual and Developmental Disabilities: An International Consensus Approach
Quelle	In: Evaluation and Program Planning, 34 (2011) 3, S.273-282 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0149-7189
DOI	10.1016/j.evalprogplan.2010.10.004
Schlagwörter	Evidence; Early Intervention; Mental Retardation; Developmental Disabilities; Guidelines; Educational Practices; Best Practices; Models; Measurement Techniques; Inferences; Global Approach; Convergent Thinking; Robustness (Statistics); Item Analysis; Integrated Services; Performance Factors + Suchen Sie Ihr Suchwort? Evidenz; Geistige Behinderung; Entwicklungsstörung; Richtlinien; Bildungspraxis; Analogiemodell; Messtechnik; Inference; Inferenz; Globales Denken; Widerstandsfähigkeit; Itemanalyse; Leistungsindikator
Abstract	As evidence-based practices become increasingly advocated for and used in the human services field it is important to integrate issues raised by three perspectives on evidence: empirical-analytical, phenomenological-existential, and post-structural. This article presents and discusses an evidence-based conceptual model and measurement framework that integrates these three perspectives and results in: multiple perspectives on evidence-based practices that involve the individual, the organization, and society; and multiple interpretation guidelines related to the quality, robustness, and relevance of the evidence. The article concludes with a discussion of five issues that need to be addressed in the future conceptualization, measurement and application of evidence-based practices. These five are the need to: expand the concepts of internal and external validity, approach evidence-based practices from a systems perspective, integrate the various perspectives regarding evidence-based practices, develop and evaluate evidence-based practices within the context of best practices, and develop a set of guidelines related to the translation of evidence into practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10