Abstract
The article includes a practical definition of evidence-based practices, examples of different types of practice-based research syntheses, 3 models for conceptualizing evidence-based early childhood intervention, and a description of the implications of the definition, syntheses, and models of early childhood intervention for personnel preparation. A middle ground is proposed between staunch advocates of randomized-controlled trails as best evidence and those who claim that experience and professional wisdom should take precedence over research findings as the source of best practice. Suggestions for preparing students to understand and use evidence-based practices are offered.