Fidelidad de las prácticas basadas empíricamente en dificultades del desarrollo y del aprendizaje

Abstract

Empirically Based Practices (EBP) inform interventions, whether from clinical approach, instructional and educational or multidisciplinary ones. There is a general consensus in focusing the guidances in scientific evidences coming from the best (i) researches, (ii) profesional practices, according to (iii) characteristics, culture, and preferences of participants. The scientific evidence has been analised in terms of effectiveness more than efficiency. The EBP are common in Developmental and Learning Difficulties (DLD), as in Special Education in general, treatment of autistic spectrum people, people with severe disabilities, with intellectual disabilities, or, in specific, in reading difficulties, in reading comprehension, or in writing difficulties. A core question scarcely considered is the relative to fidelity of treatments. For example, Campbell et al. (2014) revised 782 interventions been rated only 20 as demanding evidence. This problem is widespread in the whole of field of DLD. We need to afford questions as specific diferential effectiveness, efficiency (satisfaction, usability, cost-benefit, generability), empirically based controls (instructors’ training, sessions’ records, replicability, follow-up, maintenance, representaviness, statistical analysis suitables). Definitely, evidencies, coming from researches, from educational and profesional experiences, or from participants analysis, must come from the use of rigorous criteria of fidelity of the treatments. Focus object of analysis of Writing European Network, or the analysis of interventions with people throughout life span, being the aim of this paper, sugesting the need of designing guidelines of the best practices suited for our cultural and educational context, including the fidelity of treatment controls.