Synopsis: Evidence-based practice is characterized as a framework for decision-making integrating best available evidence, clinical expertise, and client values and context. This paper reviews how these three dimensions interact to inform decisions.
Spencer, T. D., Detrich, R., & Slocum, T. A. (2012). Evidence-based practice: A framework for making effective decisions. Education and Treatment of Children, 35(2), 127-151.
Albin and colleagues make the argument that interventions are more likely to be adopted and implemented if they is a good contextual fit between the context of implementation and the intervention.
Albin, R. W., Lucyshyn, L. M., Homer, R. H., & Flannery, K. B. (1996). Contextual fit for behavioral support plans: A model for A Goodness-of-fit. In R. L. K. L. K. Koegel, & G. Dunlap (Eds.), (Ed.), Positiveb ehavior support: Including people with difficult behavior in the community (pp. (pp. 81-89).). Baltimore: Paul Brookes.
Benazzi and colleagues examined the contextual fit of interventions when they were deveopled by different configurations of individuals.
Benazzi, L., Horner, R. H., & Good, R. H. (2006). Effects of Behavior Support Team Composition on the Technical Adequacy and Contextual Fit of Behavior Support Plans. Journal of Special Education, 40(3), 160-170.
The impact of an intervention is influenced by how well it fis into the context of a classroom. This paper suggests a number of variables to consider and how they might be measured prior to the development of an intervention.
Detrich, R. (1999). Increasing treatment fidelity by matching interventions to contextual variables within the educational setting. School Psychology Review, 28(4), 608-620.
This descriptive study examines the relationship between student teaching experiences and a teacher’s future effectiveness on the job. The primary finding is that teachers are more effective when the student demographics of their current schools are similar to the student demographics of the schools in which they did their student teaching. This study suggests that further experimental research be conducted to determine if the data hold up. If they do, the implication is that, in recruiting new teachers, school principals would be well served by choosing candidates whose student teaching experiences were in schools whose demographics match those of their own schools. Teacher preparation programs can also assist by assessing candidates’ preferences for where they plan on working and match student teaching placements to schools with similar demographics where new teachers are likely to be employed.
Goldhaber, D., Krieg, J. M., & Theobald, R. (2017). Does the match matter? Exploring whether student teaching experiences affect teacher effectiveness. American Educational Research Journal, 54(2), 325–359.
This paper suggests a model for selecting interventions that match the context of classrooms.
Harn, B., Parisi, D., & Stoolmiller, M. (2013). Balancing fidelity with flexibility and Fit: What do we really know about fidelity of implementation in schools?. Exceptional Children, 79(2), 181-193.
“Contextual fit” is based on the premise that the match between an intervention and local context affects both the quality of intervention implementation and whether the intervention actually produces the desired outcomes for children and families.
Horner, R., Blitz, C., & Ross, S. (2014). The importance of contextual fit when implementing evidence-based interventions. Washington, DC: U.S. Department of Health and Human Services, Office of the Assistant Secretary for Planning and Evaluation. https://aspe.hhs.gov/system/files/pdf/77066/ib_Contextual.pdf
It is proposed in this paper that interventions are most likely to be implemented when they draw from existing practices in a classroom.
Riley-Tillman, T. C., & Chafouleas, S. M. (2003). Using Interventions That Exist in the Natural Environment to Increase Treatment Integrity and Social Influence in Consultation. Journal of Educational & Psychological Consultation, 14(2), 139-156.