To Adapt or Not to Adapt: Navigating an Implementation Conundrum

Y

6

Teachers

Evidence Based Practice; Fidelity; Special Needs Students; Media Adaptation; Adoption (Ideas); Curriculum Implementation; Academic Accommodations (Disabilities); Educational Practices; Educational Strategies; Guidelines; Curriculum Design; Student Needs; Information Utilization; Middle School Teachers

10.1177/0040059915605641

0040-0599

Maximizing the effectiveness of evidence-based practices (EBPs) requires an optimal balance of implementation fidelity and adaptation so EBPs fit local contexts and meet the individual learning needs of students with disabilities. The framework for classifying adaptations presented in this article can help educators make decisions about whether particular adaptations are justified or not. Collecting progress monitoring data to make decisions about whether or not an adaptation is effective is a critical component of the framework. Adaptations that: (1) keep an EBP's core components intact; (2) are intended to benefit students; and (3) result from teacher data-based decision making are most likely to enhance EBP effectiveness and promote positive outcomes for students with disabilities.

ERIC

14

2015

EJ1080150