Pub Date : 2026-01-07DOI: 10.1177/07419325251409318
Sarah Emily Wilson, Jesse I. Fleming, Olivia S. Jamieson, William J. Therrien
Peer relationships and social interactions in the classroom can facilitate learning, and peer-mediated interventions (PMIs) are frequently used to support the development and quality of social interactions between students with intellectual and developmental disabilities (I/DDs) and their peers. This meta-analysis examined extant literature on PMI for secondary students with I/DD. We identified 37 studies and dissertations for inclusion in this review. Effect size (ES) estimates demonstrate significant positive effects in both group design (ES = 1.38) and single-case design (ES = 1.96). Across intervention types, peer networks (ES = 2.20) and peer support arrangements (ES = 2.25) produced larger effects than peer initiation/response interventions (ES = 1.53). Overall findings suggest that PMIs are efficacious in supporting social interactions between secondary students with I/DD and their peers and can be feasibly and successfully implemented by educators in school settings.
{"title":"A Meta-Analysis of Peer-Mediated Social Interventions for Secondary Students With Intellectual and Developmental Disabilities","authors":"Sarah Emily Wilson, Jesse I. Fleming, Olivia S. Jamieson, William J. Therrien","doi":"10.1177/07419325251409318","DOIUrl":"https://doi.org/10.1177/07419325251409318","url":null,"abstract":"Peer relationships and social interactions in the classroom can facilitate learning, and peer-mediated interventions (PMIs) are frequently used to support the development and quality of social interactions between students with intellectual and developmental disabilities (I/DDs) and their peers. This meta-analysis examined extant literature on PMI for secondary students with I/DD. We identified 37 studies and dissertations for inclusion in this review. Effect size (ES) estimates demonstrate significant positive effects in both group design (ES = 1.38) and single-case design (ES = 1.96). Across intervention types, peer networks (ES = 2.20) and peer support arrangements (ES = 2.25) produced larger effects than peer initiation/response interventions (ES = 1.53). Overall findings suggest that PMIs are efficacious in supporting social interactions between secondary students with I/DD and their peers and can be feasibly and successfully implemented by educators in school settings.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"41 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2026-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145908101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-27DOI: 10.1177/07419325251388491
Sara E. C. Cook, Lauren W. Collins, Lysandra Cook, Bryan G. Cook
Scholars in special education and related fields have developed and applied standards for classifying evidence-based practices (EBPs). Although many EBPs in special education have been identified by researchers applying one or more sets of EBP standards in systematic reviews published in peer-reviewed journal articles, this literature has yet to be synthesized. The purpose of this paper is to examine the classification of instructional practices in targeted EBP reviews published in peer-reviewed journals. A systematic review of literature identified 117 targeted EBP reviews published between 2005 and 2021, in which we identified 32 practices that were solely classified as EBPs. The findings of this review underscore the importance of conducting and reporting methodologically sound research to expand and clarify the evidence base for practices in special education. Implications for practitioners include the need to prioritize practices using the best available evidence while remaining critical consumers of emerging research.
{"title":"A Comprehensive Systematic Review of Targeted Evidence-Based Reviews in Special Education","authors":"Sara E. C. Cook, Lauren W. Collins, Lysandra Cook, Bryan G. Cook","doi":"10.1177/07419325251388491","DOIUrl":"https://doi.org/10.1177/07419325251388491","url":null,"abstract":"Scholars in special education and related fields have developed and applied standards for classifying evidence-based practices (EBPs). Although many EBPs in special education have been identified by researchers applying one or more sets of EBP standards in systematic reviews published in peer-reviewed journal articles, this literature has yet to be synthesized. The purpose of this paper is to examine the classification of instructional practices in targeted EBP reviews published in peer-reviewed journals. A systematic review of literature identified 117 targeted EBP reviews published between 2005 and 2021, in which we identified 32 practices that were solely classified as EBPs. The findings of this review underscore the importance of conducting and reporting methodologically sound research to expand and clarify the evidence base for practices in special education. Implications for practitioners include the need to prioritize practices using the best available evidence while remaining critical consumers of emerging research.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"7 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145836026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-16DOI: 10.1177/07419325251395215
Hannah Morris Mathews, Audrey N. Milam, Florence Bason, María Virginia Giani
Drawing on focus groups with 55 students taught by five special education teachers rated as highly effective by school and district leaders, we used interpretative phenomenological analysis (Smith & Nizza, 2022) to explore how elementary school students make sense of special education teaching quality. Findings revealed three interlaced domains of special education teaching quality: (1) Fostering strong relationships, (2) Constructing responsive learning environments, and (3) Engaging students in challenging learning. Within each domain, we identified and elaborated on practices students identified as important for their learning and development. Students highlighted how these practices resulted in two affective outcomes: a sense of belonging and self-efficacy. We discuss implications for special education research, policy, and practice, as well as the preparation and development of all teachers in support of inclusive schools.
{"title":"“It’s Like She’s Researching My Brain”: Exploring Children’s Perspectives on Special Education Teaching Quality","authors":"Hannah Morris Mathews, Audrey N. Milam, Florence Bason, María Virginia Giani","doi":"10.1177/07419325251395215","DOIUrl":"https://doi.org/10.1177/07419325251395215","url":null,"abstract":"Drawing on focus groups with 55 students taught by five special education teachers rated as highly effective by school and district leaders, we used interpretative phenomenological analysis (Smith & Nizza, 2022) to explore how elementary school students make sense of special education teaching quality. Findings revealed three interlaced domains of special education teaching quality: (1) Fostering strong relationships, (2) Constructing responsive learning environments, and (3) Engaging students in challenging learning. Within each domain, we identified and elaborated on practices students identified as important for their learning and development. Students highlighted how these practices resulted in two affective outcomes: a sense of belonging and self-efficacy. We discuss implications for special education research, policy, and practice, as well as the preparation and development of all teachers in support of inclusive schools.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"21 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145759700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-01DOI: 10.1177/07419325251393184
Seohyeon Choi, Moon Young Savana Bak, Kristen L. McMaster
Understanding reading development requires attention to both student characteristics and school contexts. Using ECLS-K:2011 data, we investigated how language and disability status—and their interaction—relate to reading outcomes from kindergarten through fifth grade; how school-level Response to Intervention (RTI) implementation relates to reading growth; and whether RTI implementation moderates the associations between student characteristics and reading growth. Results showed that multilingual students and students with disabilities began with lower reading scores and exhibited slower growth compared to English-monolingual students and students without disabilities. A significant interaction between language and disability status emerged for linear growth, suggesting a more complex pattern for multilingual students with disabilities. Although RTI alone was not linked to reading growth, it moderated the relations of student characteristics with reading trajectories. These findings highlight the need to consider both student- and school-level factors and to strengthen educational practices that effectively support the diverse and evolving needs of learners.
{"title":"Reading Development by Language and Disability Status: The Role of Response to Intervention","authors":"Seohyeon Choi, Moon Young Savana Bak, Kristen L. McMaster","doi":"10.1177/07419325251393184","DOIUrl":"https://doi.org/10.1177/07419325251393184","url":null,"abstract":"Understanding reading development requires attention to both student characteristics and school contexts. Using ECLS-K:2011 data, we investigated how language and disability status—and their interaction—relate to reading outcomes from kindergarten through fifth grade; how school-level Response to Intervention (RTI) implementation relates to reading growth; and whether RTI implementation moderates the associations between student characteristics and reading growth. Results showed that multilingual students and students with disabilities began with lower reading scores and exhibited slower growth compared to English-monolingual students and students without disabilities. A significant interaction between language and disability status emerged for linear growth, suggesting a more complex pattern for multilingual students with disabilities. Although RTI alone was not linked to reading growth, it moderated the relations of student characteristics with reading trajectories. These findings highlight the need to consider both student- and school-level factors and to strengthen educational practices that effectively support the diverse and evolving needs of learners.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"152 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145651533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-22DOI: 10.1177/07419325251388083
Sarah K. Cox, Courtenay A. Barrett, Goretty Chavez, Lamia Bagasrawala, Rebecca Saur
Autistic students’ individualized education programs (IEPs) outline annual goals to address identified needs, such as mathematics. Prior research has suggested that autistic students may need additional support in mathematics, especially in later grades. Thus, the current study examined (a) the relationship between autistic students’ grade-levels and mathematics scores, (b) the content (e.g., focus, repeated) of autistic students’ IEP goals, and (c) the association between mathematics scores on standardized assessments and math-focused IEP goals. The current study analyzed secondary data from 182 autistic students (K-12) from 28 schools, across two school years. Results suggested that as students’ grade-level increased, their mathematics performance decreased. Further, results suggested that on average autistic students had 7 IEP goals, although 50.3% of these goals were repeated from one year to the next. Finally, as mathematics scores decreased, the number of math-focused IEP goals increased. Implications for practice, limitations, and directions for future research are discussed.
{"title":"Examining the IEP Goals and Mathematical Outcomes of Autistic Students Across 2 Years","authors":"Sarah K. Cox, Courtenay A. Barrett, Goretty Chavez, Lamia Bagasrawala, Rebecca Saur","doi":"10.1177/07419325251388083","DOIUrl":"https://doi.org/10.1177/07419325251388083","url":null,"abstract":"Autistic students’ individualized education programs (IEPs) outline annual goals to address identified needs, such as mathematics. Prior research has suggested that autistic students may need additional support in mathematics, especially in later grades. Thus, the current study examined (a) the relationship between autistic students’ grade-levels and mathematics scores, (b) the content (e.g., focus, repeated) of autistic students’ IEP goals, and (c) the association between mathematics scores on standardized assessments and math-focused IEP goals. The current study analyzed secondary data from 182 autistic students (K-12) from 28 schools, across two school years. Results suggested that as students’ grade-level increased, their mathematics performance decreased. Further, results suggested that on average autistic students had 7 IEP goals, although 50.3% of these goals were repeated from one year to the next. Finally, as mathematics scores decreased, the number of math-focused IEP goals increased. Implications for practice, limitations, and directions for future research are discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"21 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145575615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-22DOI: 10.1177/07419325251388479
Elizabeth Bettini, Nelson Brunsting, Kristen O’Brien, Michelle M. Cumming, Corinne Huggins-Manley, Neslihan Ünlüol Ünal, Kamil Celoch, Katherine Szocik
Improving special education teachers’ (SETs’) working conditions will require a shared definition of working conditions. Thus, we aimed to develop a definition of SETs’ working conditions and relevant subconstructs, as a foundation for future efforts to assess and improve SETs’ working conditions. We developed a definition based on prior research, which we iteratively revised through feedback from focus groups and interviews with SETs. Based on these data, we developed the following definition: Working conditions are the job responsibilities special educators fulfill and the resources special educators experience, as a result of how their school is organized to structure and coordinate teachers’ work. We explain key dimensions of this definition, what working conditions are not, and working conditions subconstructs. This definition, and the constructs and subconstructs within it, provide a strong foundation for the field to pursue coordinated lines of inquiry on SETs’ working conditions.
{"title":"What Are Special Educators’ Working Conditions?","authors":"Elizabeth Bettini, Nelson Brunsting, Kristen O’Brien, Michelle M. Cumming, Corinne Huggins-Manley, Neslihan Ünlüol Ünal, Kamil Celoch, Katherine Szocik","doi":"10.1177/07419325251388479","DOIUrl":"https://doi.org/10.1177/07419325251388479","url":null,"abstract":"Improving special education teachers’ (SETs’) working conditions will require a shared definition of working conditions. Thus, we aimed to develop a definition of SETs’ working conditions and relevant subconstructs, as a foundation for future efforts to assess and improve SETs’ working conditions. We developed a definition based on prior research, which we iteratively revised through feedback from focus groups and interviews with SETs. Based on these data, we developed the following definition: Working conditions are the job responsibilities special educators fulfill and the resources special educators experience, as a result of how their school is organized to structure and coordinate teachers’ work. We explain key dimensions of this definition, what working conditions are not, and working conditions subconstructs. This definition, and the constructs and subconstructs within it, provide a strong foundation for the field to pursue coordinated lines of inquiry on SETs’ working conditions.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"2 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145575629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-22DOI: 10.1177/07419325251388493
Shiri Ayvazo, Makram Milhim, Omar Habiballah
Students with attention-deficit/hyperactivity disorder (ADHD) exhibit significant academic underachievement and require targeted remedial academic services, special accommodations, and frequent prompting and reinforcement from supporting adults. Our investigation implemented a behavioral self-monitoring strategy to improve the on-task behavior and academic engagement of Arab students living in Israel who were diagnosed with ADHD ages 7 to 9 years attending a special education school. Using a multiple-baseline across participants design, we measured on-task behavior and self-recording accuracy during baseline, self-monitoring intervention, fading, and maintenance phases. We also probed for generalization and evaluated treatment acceptability and feasibility. Findings show that on-task behavior of all participants immediately increased when the intervention was applied and their high and stable response rate maintained throughout the intervention sessions, including the fading and maintenance phases. The study documented the effectiveness of a self-monitoring intervention among minority children with ADHD, a successful demonstration of fading behavioral support, and maintenance and generalization of the learned behavior.
{"title":"Using Self-Monitoring With Ethnic Minority Students With ADHD: Effectiveness and Preliminary Evidence of Maintenance and Generalization","authors":"Shiri Ayvazo, Makram Milhim, Omar Habiballah","doi":"10.1177/07419325251388493","DOIUrl":"https://doi.org/10.1177/07419325251388493","url":null,"abstract":"Students with attention-deficit/hyperactivity disorder (ADHD) exhibit significant academic underachievement and require targeted remedial academic services, special accommodations, and frequent prompting and reinforcement from supporting adults. Our investigation implemented a behavioral self-monitoring strategy to improve the on-task behavior and academic engagement of Arab students living in Israel who were diagnosed with ADHD ages 7 to 9 years attending a special education school. Using a multiple-baseline across participants design, we measured on-task behavior and self-recording accuracy during baseline, self-monitoring intervention, fading, and maintenance phases. We also probed for generalization and evaluated treatment acceptability and feasibility. Findings show that on-task behavior of all participants immediately increased when the intervention was applied and their high and stable response rate maintained throughout the intervention sessions, including the fading and maintenance phases. The study documented the effectiveness of a self-monitoring intervention among minority children with ADHD, a successful demonstration of fading behavioral support, and maintenance and generalization of the learned behavior.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"189 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145575631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-13DOI: 10.1177/07419325251377475
Jessica N. Torelli, Mark D. Samudre, Lauren M. LeJeune, Anna H. Miller
This systematic review synthesized the peer-reviewed literature on tiered training for teachers to inform developing optimized, adaptive training interventions targeting specific evidence-based practices. Tiered training is an adaptive approach to professional development (PD) in which PD is individualized based on teacher or context factors, such as teacher response to PD. We summarized the research by target practice type, investigating potential adaptive intervention components (i.e., PD approaches, progress monitoring procedures, tailoring variables, decision rules, decision points) and analyzing teacher and student outcomes. We analyzed the quality and rigor of studies using What Works Clearinghouse Version 5.0 standards. We identified 14 articles (16 studies), all targeting teachers’ implementation of behavior support practices and nine targeting teachers’ use of behavior-specific praise. Researchers implemented tiered training using research-driven measurement of teacher response (i.e., frequent direct observation). We discuss implications and recommendations for researchers interested in advancing tiered training frameworks as fully protocolized, adaptive interventions.
本系统综述综合了同行评议的教师分层培训文献，为针对具体循证实践制定优化的适应性培训干预措施提供信息。分层培训是一种专业发展（PD）的适应性方法，其中PD是基于教师或环境因素的个性化培训，例如教师对PD的反应。我们根据目标练习类型对研究进行了总结，调查了潜在的适应性干预成分（即PD方法、进度监测程序、裁剪变量、决策规则、决策点），并分析了教师和学生的结果。我们使用What Works Clearinghouse Version 5.0标准分析了研究的质量和严谨性。我们确定了14篇文章（16项研究），全部针对教师实施行为支持实践，9篇针对教师使用行为特定表扬。研究人员利用研究驱动的教师反应测量（即频繁的直接观察）实施了分层培训。我们讨论了对推进分层培训框架作为完全协议化的适应性干预感兴趣的研究人员的影响和建议。
{"title":"Toward Adaptive Training Interventions for Teachers: A Systematic Review of Tiered Training Frameworks","authors":"Jessica N. Torelli, Mark D. Samudre, Lauren M. LeJeune, Anna H. Miller","doi":"10.1177/07419325251377475","DOIUrl":"https://doi.org/10.1177/07419325251377475","url":null,"abstract":"This systematic review synthesized the peer-reviewed literature on tiered training for teachers to inform developing optimized, adaptive training interventions targeting specific evidence-based practices. Tiered training is an adaptive approach to professional development (PD) in which PD is individualized based on teacher or context factors, such as teacher response to PD. We summarized the research by target practice type, investigating potential adaptive intervention components (i.e., PD approaches, progress monitoring procedures, tailoring variables, decision rules, decision points) and analyzing teacher and student outcomes. We analyzed the quality and rigor of studies using What Works Clearinghouse Version 5.0 standards. We identified 14 articles (16 studies), all targeting teachers’ implementation of behavior support practices and nine targeting teachers’ use of behavior-specific praise. Researchers implemented tiered training using research-driven measurement of teacher response (i.e., frequent direct observation). We discuss implications and recommendations for researchers interested in advancing tiered training frameworks as fully protocolized, adaptive interventions.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"148 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145498700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-04DOI: 10.1177/07419325251378479
Melinda R. Snodgrass, Catherine Corr, Jisun R. Oh, Mia Chudzik
The field of special education has privileged positivistic paradigms and, consequently, has underutilized qualitative methods. For those skeptical of this claim or curious about its accuracy, the purpose of this literature review was to: (a) understand the prevalence of qualitative methods within the broader context of the research methods published in top special education journals and (b) compare quantitative and qualitative features of the qualitative research published in those journals. Using a positivistic lens historically privileged in special education, we demonstrate in this review that quantitative methods remain the most prevalent method in special education research and that quantitative ways of knowing often infiltrate qualitative research in top special education journals. Thus, rather than solely focusing on increasing the diversity of methods used, the more impactful and pressing need is to increase the diversity of thought (i.e., paradigms) represented in the researchers, reviewers, editors, and gatekeepers that determine the paradigms that are present and privileged in special education research.
{"title":"Challenging Paradigmatic Homogeneity in Special Education Research: A Systematic Review","authors":"Melinda R. Snodgrass, Catherine Corr, Jisun R. Oh, Mia Chudzik","doi":"10.1177/07419325251378479","DOIUrl":"https://doi.org/10.1177/07419325251378479","url":null,"abstract":"The field of special education has privileged positivistic paradigms and, consequently, has underutilized qualitative methods. For those skeptical of this claim or curious about its accuracy, the purpose of this literature review was to: (a) understand the prevalence of qualitative methods within the broader context of the research methods published in top special education journals and (b) compare quantitative and qualitative features of the qualitative research published in those journals. Using a positivistic lens historically privileged in special education, we demonstrate in this review that quantitative methods remain the most prevalent method in special education research and that quantitative ways of knowing often infiltrate qualitative research in top special education journals. Thus, rather than solely focusing on increasing the diversity of methods used, the more impactful and pressing need is to increase the diversity of thought (i.e., paradigms) represented in the researchers, reviewers, editors, and gatekeepers that determine the paradigms that are present and privileged in special education research.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"27 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145434953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-28DOI: 10.1177/07419325251375992
Jason C. Travers, Art Dowdy, Matt Tincani, Tim Slocum
Questionable research practices (QRPs) are methodological decisions motivated and reinforced by publication that can distort conclusions drawn from the scientific literature. This study surveyed 143 single-case experimental design (SCED) researchers from various backgrounds about their perceptions of QRPs and corresponding improved research practices (IRPs). Participants rated the problematic nature, prevalence, validity-enhancing potential, and feasibility of 64 QRP-IRP pairs. We found broad agreement that most QRPs undermine SCED research integrity, and IRPs could further enhance SCED validity. Exploratory analyses revealed a strong correlation between perceived QRP severity and likelihood of IRP adoption. However, variability existed in observed QRP prevalence and feasibility of IRP implementation. We discuss ways to increase awareness about QRPs and IRPs, potential journal editorial policy shifts, and SCED researcher development to strengthen transparency and rigor. Implications for advancing SCED methodology also are discussed with emphasis on fostering a culture of improved SCED transparency and rigor.
{"title":"Perceptions of Single-Case Experimental Design Researchers About Questionable and Improved Research Practices","authors":"Jason C. Travers, Art Dowdy, Matt Tincani, Tim Slocum","doi":"10.1177/07419325251375992","DOIUrl":"https://doi.org/10.1177/07419325251375992","url":null,"abstract":"Questionable research practices (QRPs) are methodological decisions motivated and reinforced by publication that can distort conclusions drawn from the scientific literature. This study surveyed 143 single-case experimental design (SCED) researchers from various backgrounds about their perceptions of QRPs and corresponding improved research practices (IRPs). Participants rated the problematic nature, prevalence, validity-enhancing potential, and feasibility of 64 QRP-IRP pairs. We found broad agreement that most QRPs undermine SCED research integrity, and IRPs could further enhance SCED validity. Exploratory analyses revealed a strong correlation between perceived QRP severity and likelihood of IRP adoption. However, variability existed in observed QRP prevalence and feasibility of IRP implementation. We discuss ways to increase awareness about QRPs and IRPs, potential journal editorial policy shifts, and SCED researcher development to strengthen transparency and rigor. Implications for advancing SCED methodology also are discussed with emphasis on fostering a culture of improved SCED transparency and rigor.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"53 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145397380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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