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Updated: Apr 8, 2026
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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
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Results of a School-Based Evidence-Based Practice Initiative
Susan M Cahill1, Brad E Egan2, Minetta Wallingford3
1Susan M. Cahill, PhD, OTR/L, is Assistant Professor, Occupational Therapy Program, Midwestern University, Downers Grove, IL; scahil@midwestern.edu.
Summary
A 17-month initiative significantly improved school practitioners' evidence-based practice (EBP) knowledge and skills. Post-initiative assessments showed substantial gains, confirming the program's effectiveness.
Area of Science:
- Educational Psychology
- Health Services Research
Background:
- Evidence-based practice (EBP) integration in schools is crucial for effective interventions.
- Enhancing practitioners' understanding and application of EBP is an ongoing challenge.
Purpose of the Study:
- To evaluate a 17-month initiative aimed at improving school-based practitioners' knowledge and skills in evidence-based practice (EBP).
Main Methods:
- Participants' EBP knowledge and skills were assessed using the Adapted Fresno Test (AFT) at pretest and posttest.
- Participant perceptions regarding the initiative were gathered through a survey.
Main Results:
- A statistically significant improvement in EBP knowledge and skills was observed post-initiative, as indicated by AFT scores.
- Pretest mean AFT score was 43.9 (SD=32.67), while posttest mean score increased to 74.66 (SD=33.99), with p < .001.
Conclusions:
- The initiative effectively enhanced the evidence-based practice (EBP) knowledge and skills of school-based practitioners.
- The findings support the implementation of targeted initiatives to bolster EBP competencies in educational settings.
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