Special Education Teacher Candidates' Use of Evidence-Based Practices and Their Impact on Student Learning

The purpose of this study was to demonstrate special education teacher candidates' ability to impact their students' learning. Candidates selected and implemented evidence-based interventions while in their clinical practice placements. A university supervisor provided online support as candidates designed and implemented the instructional project with their students. Single-subject design methodology and calculations of the percentage of non-overlapping data points (PND) for each project were used to evaluate the effectiveness of each intervention. Results indicated that the teacher candidates were able to select appropriate evidence-based interventions and that the interventions had a positive impact on student learning.