Duff, F., & Clarke, P. (2011). Practitioner Review: Reading disorders: What are the effective interventions and how should they be implemented and evaluated? Journal of Child Psychology and Psychiatry, 52(1), 3-12. doi: 10.1111/j.1469-7610.2010.02310.x
In brief, this article by Duff and Clarke summarizes dyslexia and reading comprehension impairment. The authors discuss the importance of comprehension in regards to academic learning, and further break about comprehension into two sub-categories: decoding and linguistic comprehension. There is a brief review regarding the role of phonological skills when children are learning to read. Following, the article provides a brief overview of typical cognitive profiles for students with these difficulties. Then, importantly, Duff and Clarke provide an overview of the interventions including strengths and limitations of particular interventions. Lastly, there is a section of the article which directly discusses applying research to practice with some practical suggestions and discussions concerning assessment, intervention selection, withdrawing intervention, and integrated approaches when understanding the reading difficulty is not clearly isolated to one area of difficulty. Moreover, the article offers information regarding the best types of intervention for these disorders. Duff and Clarke discovered that to help support students with dyslexia practitioners may find success using phonological-based reading interventions. Comparatively, for students struggling with comprehension, vocabulary instruction seems like an effective intervention method.
I selected this article because, based on my experience to date, reading disabilities/disorders are a common difficulty for students. This article provides useful information that can be applied during my future practice. Moreover, positively, the article discusses cognitive processes in relation to reading disabilities and provides evidence based strategies. Both of these points are directly related to domain 3 and will help me to continually demonstrate my competency in the field.
Hughes, E., Powell, S., Lembke, E., & Riley‐Tillman, T. (2016). Taking the guesswork out of locating evidence‐based mathematics practices for diverse learners. Learning Disabilities Research & Practice, 31(3), 130-141. doi: 10.1111/ldrp.12103
Hughes, Powell, Lembke, and Riley-Tillman discuss evidence based interventions for mathematics and where professionals can find these interventions, and how to respond if these professionals are unable to find evidence-based interventions. The article discuss the difference between evidence-based intervention and evidence-based strategies. Following, the article provides information about how to find evidence-based practices in mathematics. The article suggests looking through peer-reviewed publications and vetted websites. Positively, Hughes and colleagues provide some examples of vetted websites that may be useful in future practice. Moreover, the article provides an explanation regarding why the field is emphasizing the use of evidence-based practices, such as student success. In conclusion, the article outlines and describes terminology related to evidence-based practice and provides resources for professionals.
Similarly to the article discussed above, I chose this article because of the prevalence of math disabilities in students. Beneficially, the article provides resources for finding evidence-based practices.
Kratochwill, T. R., Albers, C. A., & Steele Shernoff, E. (2004). School-based interventions. Child and Adolescent Psychiatric Clinics of North America, 13, 885-903. doi: 10.1016/j.chc.2004.05.003
This article discusses the need for evidence-based school based intervention, the current movement of this form of intervention, and the road blocks in the implementation process. The main purpose of schools is to educate children, and thus, preventative mental health and academic programs have taken a back seat. Space, access to outside professionals, and limited finances are some of the limitations to implementation. Also currently, there are a lack of prevention programs within the school. Furthermore, schools are not set up in a way which promotes collaboration. Unfortunately, research suggests, as outlined in the article, that graduate level programs specific to school psychology are not receiving an adequate amount of training in evidence-based intervention. Moreover, the article continues to discuss evidence-based intervention making note of the 3 main components, which include embracing science, using high quality research when selecting and implementing school-based prevention and intervention programs, and then the evaluation of prevention and intervention programs. The article continues to discuss different task forces and organizations that evaluate these program. Furthermore, there is a discussion regarding intervention tiers, their purpose, and effectiveness. The article provides examples of these different tiers. This article concludes by discussing the 3 phases of EBI which include (1) establishing an empiric database for intervention, (2) developing intervention in tiers based on need, and (3) linking intervention to other systemic practices such as screening, progress monitoring, professional developments, and sustainability.
By engaging with this article through my coursework, I became further informed of the importance of evidence-based practice. Certainly, in my own future practice, I will work towards implementing interventions and program that are highly regarded in research.