Our researchers generate new articles, briefs, reports and even podcasts. Search below for the most recent offerings from across our research portfolio. This is a sampling of our scholarship. To learn more, we invite you to connect with a faculty member, research center or project.
Showing 9 of 9 research items
We propose that researchers in special education adopt emerging open-science reforms, such as preprints, data and materials sharing, preregistration of studies and analysis plans, and Registered Reports.
We discuss how adopting open-science practices can advance the quality of research and, consequently, policy and practice in special education.
In this article, we first define null findings and publication bias as they relate to group and single‐subject instructional intervention research. We then explore the prevalence of instructional intervention studies that report null findings in the learning disabilities literature.
In this article, we first define null findings and publication bias as they relate to group and single-subject instructional intervention research.
This special issue of Behavioral Disorders provides an outlet for methodologically sound studies with null findings.
We examined whether the 83 intervention studies published in six non-categorical research journals in special education in 2013 and 2014 might be considered replications.
The purpose of this article is to consider the potential benefits of conceptualizing special education intervention research within a framework of systematic, conceptual replication.
This article introduces the special issue on replication of special education intervention research by first providing an overview of concepts and issues related to replication.
In this review, we examined the extent and nature of replication of intervention research in special education using an “article progeny” approach and a three-pronged definition of replication (direct, conceptual, intervention overlap).