Evidence-Based Practice:
Integrating Research, Professional and Family Wisdom & Values

Inclusion Institute 2007

July 31-August 2, 2007

Chapel Hill, NC

Pam Winton
FPG Child Development Institute
University of North Carolina at Chapel Hill
/ Sally Sloop
Family Support Network of NC
University of North Carolina at Chapel Hill

I.Session Overview

  • Welcome, introductions, acknowledgements
  • Defining Evidence-Based Practices (EBP)
  • Discussion of components of EBP
  • Small group application of EBP framework to inclusion vignette
  • Wrap Up/evaluation

II.Learner Outcomes

  • Identify key features of EBP
  • Explore definitions of components of EBP (i.e., scientifically based research, professional and family wisdom and values)
  • Identify resources for identifying research-based practices that support inclusion
  • Apply evidence-based practice framework to real life vignette

III.What is Evidence-based Practice?

A. Definition from evidence-based medicine (Sachett et al., 2000)

  • Integration of

–Best-available research evidence

–Professional wisdom (gained through experience)

–Consumer values

B. Definition of evidence-based education (Whitehurst, 2002)

  • Integration of professional wisdom with the best available empirical evidence in making decisions about how to deliver instruction

C. Definition of evidence-based practice (Buysse & Wesley, 2006; Snyder, 2006; Winton, 2006)

  • Integration of

–Best-available research evidence

–Professional wisdom and values

–Family wisdom and values

  • For the purpose of making informed decisions
  • Emphasize decision-making process
  1. Questions about the Components of the Definition of EBP: EBP Activity
  • What constitutes research-based evidence?
  • What are resources that can help early childhood professionals find information on evidence-based practices related to the vignette?
  • What constitutes professional wisdom?
  • What constitutes family wisdom?
  • What are the values of our field?
  • What is the role of personal values in decision-making?
  • How do we integrate the best available research evidence, wisdom and values when making practice decisions?

VI.Wrap Up

  • Remaining questions?
  • Quick write:Take 3 minutes to write a “quick” response to the questions:

–“How has your thinking about EBP evolved over this session?”

  • Evaluation
  • Thanks!

References and Resources

Beach Center Community of Practice on Early Childhood Family Support. URL at

Buysse, V., & Wesley, P. W. (2006). Evidence-based practice: How did it emerge and what does it really mean for the early childhood field? Zero to Three, 27(2), 50-55.

Buysse, V., & Wesley, P. W. (Eds.).(2006). Evidence-based practice in the early childhood field. Washington, DC: ZERO TO THREE.

Buysse, V., Wesley, P.W., Snyder, P., & Winton, P. J. (2006). Evidence-based practice: What does it really mean for the early childhood field? Young Exceptional Children, 9(4), 2-11.

Center for Evidence-based Practices at the Puckett Institute

Center for Social Emotional Foundations of Early Learning Briefs available at

Dunst, C., & Trivette, C. (2007). Childrens' active participation in reading and storytelling can enhance early literacy learning. Cellnotes, 1(2), 1-2.

Lonigan, C. J., Driscoll, K., Phillips, B. M., Cantor, B. G., Anthony, J. L., & Goldstein, H. (2003). A computer-assisted instruction phonological sensitivity program for preschool children at-risk for reading problems. Journal of Early Intervention, 25(4), 248-262.

Lonigan, C. J., & Whitehurst, G. J. (1998). Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds. Early Childhood Research Quarterly, 13(2), 263-290.

Pierce, P., Abraham, L., Rosenkoetter, S., Knapp-Philo, J., & Summer, G. (in press). Literacy development. In P. Winton, J. McCollum, & C. Catlett (Eds.), Preparing effective professionals: Evidence and applications in early childhood and early intervention. Washington, DC: ZERO TO THREE.

Sackett, D. L., Richardson, S. R., Rosenberg, W., & Haynes, R. B. (2000). Evidence-based medicine: How to practice and teach EBM (2nd ed.). London: Churchill Livingstone.

Sandall, S., Hemmeter, M. L., Smith, B. J., & McLean, N. (2005). DEC recommended practices: A comprehensive guide. Longmont, CO: Sopris West.

Snyder, P. (2006). Best available research evidence: Impact on research in early childhood. In V. Buysse & P. W. Wesley (Eds.), Evidence-based practice in the early childhood field. Washington, DC: ZERO TO THREE.

Trivette, C., & Dunst, C. (2007). Relative effectiveness of dialogic, interactive, and shared reading interventions. CELLreviews, 1(2), 1-11. Available at

Wasik, B. A., & Bond, M. A. (2001). Beyond the pages of a book: Interactive book reading and language development in preschool classrooms. Journal of Educational Psychology, 93(2), 243-250.

What Works Clearinghouse Intervention Reports website at

Whitehurst, G. J. (2002, October). Evidence-based education. Presentation at the Student Achievement and School Accountability Conference. Retrieved June 23, 2004, from

Whitehurst, G. J., Arnold, D. S., Epstein, J. N, Angell, A.L., Smith, M., & Fishel, J. E., (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 30(5), 679-689.

Whitehurst, G.J., Epstein, J. N., Angell, A. L., Payne, A. C., Crone, D. A., & Fischel, J. E. (1994). Outcomes of an emergent literacy intervention in Head Start. Journal of Educational Psychology, 86(4), 542-555.

Winton, P. (2006). The evidence-based practice movement and its effect on knowledge utilization. In V. Buysse & P. Wesley (Eds.), Evidence-based practice in the early childhood field (pp. 71-115). Washington, DC: ZERO TO THREE.

1