Evidence Based Intervention: The Importance Of Scientific Research In Schools

Evidence-Based Practice Proposal Final Paper Usha Kizhakkedan Grand Canyon Final Paper of Evidence Based Proposal NUR-699 Dr. Debbie Long June 1, 2016 Table of Contents Part 1: Organizational Culture and Readiness Assessment 4 • Introduction to Evidence-Based Practice 4 • Barriers to Evidence-Based Practice 4 • Facilitators of Evidence-Based Practice 5 • Integration of Clinical Enquiry 5 • The Survey 6 Part 2: Problem Description 7 • Description 7 • Identification of change agents in the Health care system 8 • PICOT question 8 • Purpose and Objectives 9 • Rationale 10 • Literature support 10 • Research Method 10 Part 3: Literature Support 11 • Research Questions 11 • Search Method 12 • Organization of Literature 12 • Framework 12 • Nursing Rounds- Patient and Family Satisfaction: 13 • Communication: 15 • Management of Pain, Use of Call Lights and Cases of Patient falls 15 • Data Collection 16 Part 4: Solution Description 16 • Objectives 17 • Change Methodology 17 • Implementation Plan 18 • Evaluation 19 Part 5: Change Model 19 • Change Model 20 • Implementing Change 21 • Rationale 22 Part 6: Implementation Plan 22 • Staff Education 23 • Client feedback 23 • Timeframe 23 • Hiring Process 24 • Implementation 24 • Data collection and Evaluation 24 • Progression 24 • Resource Management 24 • Budget Plan 25 • Outcomes and its impact 25 • Summary 26 Part 7: Evaluation of Process 26 • Objectives 26 • Methodology 27 • Procedure 27 • Collection and Analysis of data

Scientific evidence-based interventions are generally assessed through a response to intervention (RTI). The RTI approach can potentially cross over cultural, socioeconomic, and linguistic barriers by assessing each student as an individual. Response to intervention should emphasize how well students respond to changes in instruction rather than what is considered the norm for the society they live in (Klotz, & Canter, 2007). These changes, or lack thereof, in a student’s progress are measured, and modifications to instruction are implemented in the RTI model. This model has multiple tiers of intense scientific, research-based interventions that increase, or decrease due to a student’s need. In a three tier RTI model every

The author’s intention is to identify an aspect of clinical practice which lends itself to change at a micro level. The definition of a micro-change is an intervention of change aimed at the individual or the way small teams work. The micro-level change is not to be confused with a service change (Walsh, 2009).

Indeed, "new and validated knowledge that forms the basis j Y for evidence-based practice (EBP) most commonly is discovered in academic settings. But findings need to be translated into a protocol or guideline that can be used to guide practice," according to Conner, (2014, p.40). Evidence-based projects have lead to many improved clinical practice changes at the bedside and healthcare in general; and they are highly promoted and supported by different healthcare organizations.

According to Stevens (2013), the call to develop and implement evidence-based practice (EBP) within all healthcare disciplines is fueled by legislative demands for improvement in standard medical metrics such as mortality and morbidity. However, increasing demands by the public for evidence related to the metrics and outcomes of such concepts as quality of life illustrate what may be more important to the client (Stevens, 2013). This client-directed focus has resulted in patient-centered outcomes research (PCOR) (Stevens, 2013). "The Patient-Centered Outcomes Research Institute (PCORI) helps people make informed health care decisions, and improves health care delivery and outcomes, by producing and promoting high integrity, evidence-based information

Describe the key issues surrounding reliability, validity and trustworthiness as applied to Evidence Based Practice

The purpose of this paper is to select an evidence-based practice treatment that will demonstrate the decision making of use in treatment with a client. The discussion will be based on how qualitative and quantitative research report will guide the writer in decision making. There will also be a discussion about the key characteristics on the effectiveness of writing counseling and psychological research. There will also be a diagnosed choose and connected to the research and how it can assist in treatment.

The purpose of Response to Intervention is early detection and identification of learning concerns of students and the development of an individualized plan that addresses the appropriate prescription for resolving the students’ academic or behavioral issue. In our twenty-first century learning communities, students are required to participate and are engaged in educational activities that may challenge their ability to grasp the concept in manners conducive to their learning styles. Schools are challenged to examine their methods of instruction to meet the needs of all children making them successful in all areas of academic content. “A quality school is a place where students learn to think and apply knowledge to new situations, where students are involved in and excited about their learning, where students make individual gains in process and knowledge, where adults know they care about individual students,

I attribute these successes to the wisdom of educators who mentored me in evidence-based instruction even before I knew what it was. Just as a doctor needs to take into account the individual circumstances of each patient, educators need to address the individual needs of every student. At the beginning of every school year, I spend time going over each student’s school record to identify their strengths and weaknesses. My goal is to ensure that each student receives extra help in areas where they are weak and a challenge in areas where they are strong. This sounds easy but we all know it is extremely difficult. How do we find the time to differentiate instruction when we are already overwhelmed? This is where evidence-based practice helps by making our instruction more effective and less time consuming.

According to a meta-analytic review of behavioural interventions in a school environment for students with ASD, the contextual fit is a critical component of an effective intervention (Machalicek, O’Reilly, Beretvas, Sigafoos, & Lancioni, 2007). This means that an intervention that suits the teacher’s classroom program and viewed to be socially acceptable will have greater success in implementation. The current intervention was designed to suit the classroom context (eg. the use of visual activity schedule) and to be socially accepted by the teachers and Parker’s mother, and Parker (eg. the use of iPad as a token).

Yes, its true sounds like it will help teachers out a lot, also early intervention is a wonderful program to assist younger students. Students are entitled to individualized program of instruction that focus on achieving success. The Early intervention service will assist students under the age of five years old it assists with identifying and placements for student that parents thank will have problems in school. So, I agree with you the problem should be resolved before students reach high school.

It is vital that schools choose evidence based interventions because they need to prevent and remediate learning and behavior difficulties with strategies that can be easily replicated and have been proven effective. When schools follow the six criteria (define the intervention operationally, list the qualifications of people who may use the intervention with success, provide the outcomes that may be expected, introduce the settings in which the intervention is expected to be effective, state the target population for whom the intervention is effective, and give the conceptual theory/basic mechanisms framing the intervention), schools are able to easily look at the evidence to view the effectiveness of the intervention. By doing this, schools can be assured that students are being offered the best interventions and taking steps in the right direction. Along with that, evidence based interventions can be easily repeated in the future and are accompanied with data to help schools continuously make improvements to better these programs and strategies. Our students deserve the best, and evidence based interventions are a great step in helping make that happen.

Evidence-based instruction includes reliable and valuable data obtained from your classroom. When you apply basil tests, unit tests, exit slips, and acuity assessments you need to collect the data from your classroom to organize your classroom groups. You should also use this data to decide who needs AIS or tiered interventions for certain areas. Instructional practices include the previously mentioned assessments. Pretests for all units of instruction can also help you understand what your students already know and who is weak in certain areas. For example, a unit on main idea and details using passages can be difficult for some students. Running records will help to determine what reading level your students are on. From this

While earning my undergraduate degree, I had a formative internship experience as a visit monitor at a court-appointed family visitation center. I ensured that children could interact with their parent in a way that was safe, appropriate, and healthy for the child’s physical and emotional health. Each of the families I monitored had histories of violence, neglect, substance abuse, criminal history, or parental mental illness. I witnessed the resiliency and risk factors that affected the children these children, who ranged in age from infancy to adolescence. However, I was impacted by the fact that many of these children were not receiving the intervention services they likely needed to promote their social, emotional, and academic growth, even though their family was recently and is possibly still in crisis. While this was upsetting to me, it motivated me to pursue a career in developmental psychology where I could impact children in need of effective intervention and prevention programs. Earning this degree from Vanderbilt University would allow me to research intervention and prevention programs that will promote positive social, emotional, and academic outcomes for children.

Evidence based instruction is a collection of practices that have been tested and show a record of success and improvement. Evidence based instruction is based on information that is reliable and with verifiable as well as valid evidence that shows when this practice or program is implemented, there is a moderate to substantial chance that students will make strides in achievement. Research based means that there has been researched, but does not definitely imply success or achievement.