Effective Practices and Predictors
NTACT is charged with assisting stakeholders in implementing evidence-based and promising practices and predictors that promote positive post-school outcomes for all students with disabilities. Throughout the website and other resources from NTACT, effective practices and predictors have been evaluated regarding the amount, type, and quality of the research conducted, and are labeled as either (a) evidence-based, (b) research-based, or (c) promising. Currently NTACT is not identifying “unestablished” practices, but recognizes that there is a body of practices in the field for which there is not yet evidence of effectiveness. These designations indicate the confidence one can have in the likely effectiveness of the intervention, when implemented as defined and recommended. Please see our descriptors, definitions, criteria, and about NTACT’s levels of evidence, if you are interested. Additionally, if you have questions about our ongoing process of reviewing the literature in the field of secondary special education and transition including transition planning, academic instruction, employment and life skills preparation, school completion, and vocational rehabilitation, please contact Dr. David Test, dwtest@uncc.edu.
NTACT has developed Practice Descriptions and Lesson Plan Starters for many of the Effective Practices and Predictors. Additionally, NTACT will link users to outside sources, such as the Rehabilitation Research and Training Center on Evidence-Based Practices for Vocational Rehabilitation (RRTC on EBPs for VR) for more detailed explanations of practices identified through other sources. In each of the Effective Practice Descriptors, the evidence for the practice will be indicated.
Effective Practices and Predictors Matrix
Effective Practices and Predictors (PDF / Printable List)
Effective Practices and Predictors
NTACT disseminates resources to guide practice that are developed from the best available evidence of effectiveness. Throughout our website resources developed directly from the research are indicated as Evidence-Based, Research-Based, or Promising.
Download the PDF Matrix and Learn More...
Evidence-Based Practices
- demonstrates a strong record of success for improving outcomes
- uses rigorous research designs
- adheres to indicators of quality research
Research-Based Practices
- demonstrates a sufficient record of success for improving outcomes
- uses rigorous research designs
- may adhere to indicators of quality research
Promising Practices
- demonstrates some success for improving outcomes
- may use rigorous research designs
- may adhere to indicators of quality research
Unestablished Practices
- demonstrate limited success for improving outcomes
- is based on unpublished research, anecdotal evidence, or professional judgment
Additional Background Resources
- Dropout Prevention Practice Guide
- EBP Matrix for Academic Practices
- EBP Matrix for Graduation Practices
Links to practice descriptions for effective practices for dropout prevention and school completion - EBP Matrix for VR Practices
Links to practice descriptions for effective practices in vocational rehabilitation - Literature Map of Dropout Prevention Strategies
- Moving from Assessment to Evidence-Based Practice
NTACT has developed a model to provide teachers with a process for incorporating effective practices and predictors into the transition planning process to improve effective, transition-focused education and services. - NTACT Executive Summary of Evidence-Based Practices and Predictors
- Predictors Correlated with Post-School Outcome Areas
- Quality Checklist - Correlational Research
- Quality Checklist - Group Experimental Research
- Quality Checklist - Single Case Research
- Quality Checklist - Qualitative
- RRTC-EBP VR
- Taxonomy for Transition Programming 2.0
Tell us what you think! ntactmail@uncc.edu