Evidence-Based and Values-Based Practices for People With Severe Disabilities

Abstract

This article discusses the relationship between evidence-based practices (EBPs) and values in research and practice pertaining to people with severe disabilities. The importance of basing educational and habilitation practices on substantial scientific evidence for practical, moral, and legal reasons is acknowledged given the prevalence of unsubstantiated fads in this arena and the manifest success of many empirically established EBPs. It also addresses the complexity of issues surrounding the identification and use of EBPs in relation to quality of life and rights-based advocacy for this population. EBPs are discussed in a set of five different relationships with values-based practices (VBPs). In the best of cases, EBPs are consistent with and support VBPs as has often been the case in the recent history of research, practice, and social change. In other cases, the relationship between EBPs and VBPs are more complex and require thoughtful discussion in moving ahead with the important work of establishing and implementing EBPs at scale. The differences between efficacy and effectiveness are discussed in the context of the much needed work on implementing EBPs at a national scale. Examples of necessary information to aid implementation are presented. The necessity of ongoing data collection and implementation of EBPs with fidelity are highlighted.