When the Best is not Good Enough

Abstract

The term best practice is widely used by professionals in special education. However, various definitions, conceptualizations, and applications of the term presently exist. This article reviews and describes how best practice has been used and suggests that the term is misleading unless measurable criteria have been systematically applied. A single operational definition is proposed that focuses on (a) the theoretical basis for a procedure, (b) the integrity of the research design and the extent of systematic replication, (c) consensus with existing literature, (d) process and product outcomes, and (e) evidence of social validity. Implications for practitioners, researchers, and teacher educators are addressed.