Evidence Based Instruction and Intervention

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The definitions and the approach to the instructional practices as their names advocate

The use of evidence, research and scientific based instruction and intervention were introduced as an attempt in trying to help out the disabled school going children as well as adults.

This does not however imply that it is only applied to disabled children since in some cases; its main objective of application is to improve a child’s academic performance as well as their development in any learning environment.

This study however focuses on instructional practices that are directed towards certain student groups and individual students as well. In addition it also concentrates on the special needs children (Hall 2003, p. 78).

There are various approaches as mentioned by Reder and Strawn (1999) used in evidence base instruction which includes the consistent measurement of a child’s performance both socially and academically (p.16).

There should be data or information that verifies that the learning interventions are working and in return there should be a feedback which helps us learn about the progress in our performance.

Evidence based instruction insists on the continuous construction of cycles that reflect the improvements in our practices. This means that following the gathering and critical examination of the evidence, we need to act on it again.

Scientific based instruction is one where original data is collected and instructional practices as well as programs’ effectiveness is measured in relation to the data collected. It is however important to note that research base instruction is somehow intertwined with the scientific one.

This is because research relies on data from science for more conclusions to be made. The methods used include subject studies and discontinuity designs among others.

Other scholars have defined this as a process through which teachers evaluate and assess performance, they build up personal education plans and take part in action research. Here, teachers assess their students previous knowledge comes up with hypotheses on the best teaching methods.

The lessons learnt on specific evidence based methods of instruction and intervention

The most common method according to Groark (2007), which is used in early childhood learning instruction, is that of Response to Intervention, otherwise commonly known as RTI.

This model works in such a way that teachers in partnership with the parents take a multi- step approach that will help them pinpoint and eventually support students who show that they are academically struggling (p.245).

This model in most cases is applied when there is need to improve positive behavioral skills as well as in specific subject areas such as math. When it comes to the content of what the child is to learn, the teachers are expected to tailor it according to the previous progress reports made on that particular child. Therefore, a slow learner will have a lesser content as compared to a normal child.

The application of the evidence-based instruction has taught many early childhood teachers a few lessons. One of them being that, through the implementation of this learning method, many teachers can now pay attention to planning and carrying out classes that are much smaller than they previously did.

This is a teacher; one should pay special attention a child as an individual who really deserves it if at all any academic improvement or development is to be observed.

I as one of the teachers implementing this learning program have discovered that the learners find it easier to analyze as well as discuss whatever it is they are learning.

It has been proven that a good percentage of children learn well when they discuss with their colleagues. Therefore given the open forum kind of environment students tend to set their mind in an active thinking motion hence developing their analytical skills among others.

The specific uses made of evidence based instruction and intervention

In my practicum I have been able to use some or a combination of all the evidence based methods in assessing my students’ needs as well as strengths on each reading section. This has therefore enabled me to identify the problematic areas in the curriculum and hence find way of dealing with the problem.

Teachers have been able to use this method to add to the learners’ opportunities to actively engage in academic and classroom discussion. This type of instruction has created an understanding between the weak children and the teacher.

Therefore, specific students who have difficulty in reading and in expressing themselves are normally given the chance to do so (Modwer 2001, p.29).

I have also been able to implement this in academic instructions so that in partnership with the parents to these children, we can closely keep track of the effectiveness of this instructional method.

This particular method requires constant reviewing and monitoring of its success, it helps spot its weak areas which in most cases are brought out by very little or no improvement in student performance. An additional use of the evidence based instruction was to build on my students’ social skills.

This includes reciprocity and developing the child understanding of each other during the interactive sessions with other children and the teachers as well. It has been of help so far as many children are reaping the fruits of self confidence which in turn has led to very high self esteem.

The differences made by my knowledge in using evidence-based methods of instruction

There are a few differences that I currently experience as a teacher since the implementation of this mode of teaching. One of these changes has been the reduction of the number of children in my classes by almost half. This is meant to enhance child understanding and grasp if content especially during class discussions.

In addition to this, there is the current emphasis on parent – teacher partnership to ensure the academic improvement and success of the child (Khon 1999, p. 34).This includes keeping a record on the progress of the student which is assessed by both parties.

Reasons as to why methods of instruction and intervention should be evidence-based and what works best for me

These evident based methods of instruction are particularly useful to disabled children and the slow learners. Evident based instructions are the best in this day and age when an all round child development is of paramount importance.

Students can learn these skills through the interactive sessions that evidence based learning propose. However, in most instances, it can be costly to not only the parents who will have to top up the tuition fee but also to the learning institution.

It is however discouraging to a teacher when very little or no progress at all is made on the child’s academic performance. Some learning institutions pay the teachers according to the number of children they have in a class.

Therefore, having cut the number of students by almost half, the teacher may earn less which may be made worse by the little or zero improvement by the students. Well, I think the evidence based instruction system works best for me because I want the best for my students.

Looking at the benefits of this method, the children will not only gain leadership skills through the high self esteem and respect for other people’s opinions but they will be very confident as well.

References

Groark, C. (2007). Evidence- based practices and programs for early childhood care and and education. California. Corwin Press.

Hall, N., Larson, J. & Marsh, J. (2003). Handbook on early childhood literacy. California, Corwin press.

Khon, A. (1999). Early Childhood Education: The case against direct instruction of Academic skills. Web.

Modwer, A. B., Florence, R. & Yasik, A. (2001). Evidence- based practice in infant and early Childhood Psychology. Michigan: Rebus Inc.

Reder, S. & Strawn, C. (2001). Program participation and self-directed learning to Improve basic skills: Focus on Basics, 4(2), 15-18.

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