Evidence-Based Practices

When people look for help with executive function or academics, they are often given a long list of strategies to try. Use a planner. Set a timer. Break tasks into smaller steps. Try harder to stay organized. Some of these ideas can be helpful, but many are shared without much thought about whether they actually work for most students or why they work at all.

This is where evidence based practices matter.

Evidence based practices (EBPs) are strategies and approaches that have been studied through research and shown to improve student outcomes CITE. In other words, they are not just popular or commonly used. They are supported by data. When a student is already struggling with organization, time management, reading, or math, it is important that the support they receive is grounded in methods that have been tested and proven effective.

In both executive function coaching and academic intervention, using evidence based practices increases the likelihood that students will make meaningful progress CITE. Without that foundation, support can feel like guesswork. Students may put in effort without seeing results, which can lead to frustration and a loss of confidence over time.

Executive function skills are a good example of where this issue comes up often. These skills include planning, organization, time management, task initiation, and self monitoring CITE. They play a major role in how students manage school demands. A student may understand the material but still struggle to turn in assignments, start tasks, or keep track of what needs to be done.

Because executive function challenges are so common, there is no shortage of advice. However, not all advice is equally effective. Research shows that executive function skills improve most when they are taught directly, practiced regularly, and supported over time CITE. Simply telling a student to be more organized is usually not enough.

Evidence based executive function coaching focuses on explicit instruction. This means the coach does not assume the student will figure out the skill on their own. Instead, the skill is broken down into clear steps, modeled, practiced together, and revisited across different situations. Over time, the goal is for the student to use the strategy independently.

A similar pattern shows up in academic intervention. Students who struggle in reading, writing, or math often benefit from instruction that is structured, explicit, and systematic CITE. This kind of teaching is very different from a trial and error approach. It is intentional and builds skills in a logical sequence.

For example, in reading, one of the most well supported approaches is phonics based instruction. This type of instruction teaches the relationship between sounds and letters in a direct and organized way CITE. Research has consistently shown that phonics instruction improves reading accuracy and fluency, especially for students who have difficulty learning to read CITE. While it is often associated with early elementary school, older students with gaps in reading also benefit from this approach.

In math, evidence points to the importance of using concrete and visual models before moving to abstract concepts. This is often called concrete representational abstract instruction CITE. Students might begin by using physical objects or drawings to understand a concept before working with numbers and symbols alone. This progression helps build a deeper understanding and reduces confusion, particularly for students who struggle with abstract thinking.

Writing instruction is another area where evidence based practices make a difference. Strong writing does not come from being told to write more or try harder. It improves when students are taught specific strategies for planning, organizing, drafting, and revising their work CITE. When these strategies are modeled and practiced, students are better able to approach writing tasks with a clear plan.

One of the challenges for families is that evidence based practices are not always easy to identify. Many programs and services use language that sounds scientific or research based, but that does not always mean the approach has strong evidence behind it. A true evidence based practice is supported by multiple studies, shows consistent positive outcomes, and has been tested with different groups of students CITE.

It can help to ask a few simple questions. What research supports this approach. How is progress measured. What specific strategies are being used. Clear answers to these questions can give a better sense of whether a method is grounded in evidence or based more on opinion.

At Sharper Learning, the focus is on using approaches that align with this kind of research. The goal is not to use as many strategies as possible, but to use the ones that are most likely to make a meaningful difference.

One example is Unstuck and On Target, which is a program designed to support flexible thinking, planning, and problem solving CITE. It teaches students how to shift strategies when something is not working and how to approach challenges with more flexibility. Research has shown that this type of structured support can improve executive function skills and classroom behavior CITE.

Across all areas, there is also an emphasis on metacognitive strategies. This means helping students think about their own thinking. They learn to ask questions like what is my plan, how will I check my work, and what can I do if I get stuck. Research shows that these kinds of strategies support independence and problem solving CITE.

Another piece that often gets overlooked is the role of parents. When families understand the strategies their child is learning, they are better able to support those skills at home. Consistency across settings helps reinforce new habits and makes it more likely that skills will stick over time. Parent involvement has been linked to stronger academic outcomes and improved student behavior CITE.

All of this comes back to a simple idea. Students do best when they are taught in ways that are clear, structured, and supported by evidence. This does not mean every student needs the same approach, but it does mean that the methods used should have a strong foundation.

For students who struggle with executive function or academics, the stakes can feel high. School can become a source of stress instead of a place for learning. Using evidence based practices does not solve everything overnight, but it does provide a more reliable path forward.

Instead of relying on trial and error, students are given tools that are known to help. Instead of guessing, instruction is intentional. Over time, this leads to stronger skills, greater independence, and a more positive experience with learning.