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Evidence-Based Practice

FHC Statement on Evidence-Based Practice

The Family Hope Center considers the following in regards to evidence-based practices:

  1. The varied definitions of and standards for evidence-based treatment within the diverse fields represented by the FHC’s team member
  2. The difference between evidence-based treatment and evidence-based practice (two well-defined terms with very different clinical implications)

First, the term “evidence-based” has been defined separately and differently by many fields. In their summary of the history of the term, Cook, Tankersley, and Landrum (2009) tell us that the advocacy and use of evidence-based treatments first began in the medical field in the 1990s. Since then, many other fields (e.g., clinical psychology, occupational therapy, special education) have developed their own standards for defining what constitutes evidence-based treatments or interventions.

We mention this to point out that while “evidence-based” is a well-defined term within each of these fields, it is not yet well-defined across them. Moreover, the coding systems indicating the quality and amount of evidence for a particular intervention are different, with differing standards for research design methods, number of studies needed, size of effect, etc. As Odom et al. (2005) point out, research on individuals with disabilities is uniquely difficulty due to the variability in function among individuals with the same diagnosis or classification, which makes it very difficult to establish equivalent groups, to specify clearly for which individuals particular treatments are effective, and most importantly, the specific contexts in which treatments may be effective.

All of this variability makes it difficult for the average consumer (parents) to compare interventions across fields or to understand how different treatment modalities might complement (or oppose) each other.
Rather than utilizing one or two evidence-based or non-evidence-based treatments, the Family Hope Center takes an interdisciplinary approach, incorporating a diversity of interventions across fields. Taken together, these interventions are designed to comprehensively address development in cognitive, communicative, sensorimotor and physiological areas. Therefore, it is much more accurate to characterize our model and approach as evidence-based practice (EBP) as defined by Torres, Farley, and Cook (2012) and similarly by Slocum et al. (2014).

Torres et al. and Slocum et al. define EBP as a complex decision-making process that relies on both clinical expertise and sensitivity to the values, needs, and capacities of the parents and children involved in the interventions designed by practitioners. Thus, EBP is not a list of empirically proven treatments, rather a framework from which clinicians use multiple factors (research being foremost) to decide on a treatment course. In doing so, evidence must be analyzed according to whether it fits the individual characteristics of a child and family, the functional abilities parents are interested in improving, and the environment (for our purposes, the home) in which the intervention will take place.

In this context, evidence-based practice is a dynamic and nuanced decision-making process involving the integration of multiple interventions with assessment, evaluation, and the consideration of the values and input of families in the development of an appropriate treatment plan (Slocum et al., 2014). Importantly, this process relies on an integration of the best available evidence with clinical experience and the value systems of the families being served.

These principles much more accurately define the philosophical and clinical approach of the Family Hope Center. Moreover, at all times, our clinical practice and the treatment plans we utilize are subject to rigorous, transparent, and objective therapeutic outcome measures (WeeFIM) as part of the dynamic process of treatment design – a continuous data-driven monitoring process whereby our protocols and therapeutic approaches are updated and modified at regular intervals.


Cook, B. G., Tankersley, M., & Landrum, T. J. (2009). Determining evidence-based practices in special education. Exceptional Children, 75(3), 365-383.
Odom, S. L., Brantlinger, E., Gersten, R., Horner, R. H., Thompson, B., & Harris, K. R. (2005). Research in special education: Scientific methods and evidence-based practices. Exceptional children, 71(2), 137-148.
Slocum, T. A., Detrich, R., Wilczynski, S. M., Spencer, T. D., Lewis, T., & Wolfe, K. (2014). The evidence-based practice of applied behavior analysis. The Behavior Analyst, 37(1), 41-56.
Torres, C., Farley, C. A., & Cook, B. G. (2012). A special educator’s guide to successfully implementing evidence-based practices. Teaching Exceptional Children, 45(1), 64-73.
Travers, J., Cook, B. G., Therrien, W. J., & Coyne, M. D. (2016). Replication Research and Special Education. Remedial & Special Education, 37, 195-204.