Evidence-based practices in early childhood education are strategies shown by science to be effective ways to teach young children new behaviors or skills. In order to be considered an evidence-based practice, an instructional strategy must be shown to be effective in multiple high-quality research studies across multiple settings with many participants. To be considered high quality, a research study should show that the intervention—and only the intervention—is the reason for any changes in child behavior. The evidence-based instructional practices described on this website have all met these rigorous requirements.  

Chazin, K.T. & Ledford, J.R. (2016). An overview of evidence-based instructional practices (EBIPs). In Evidence-based instructional practices for young children with autism and other disabilities. Retrieved from http://ebip.vkcsites.org/