Abstract:This study examined if a functional relationship exists between video modeling (VM) of peer models and increased outcomes in social communication goals for preschool-age children in an integrated public school setting. Six preschool students received the VM treatment in the classroom using a withdrawal design (A-B-A-B-C); two additional students (comparison group) received treatment-as-usual (i.e., group instruction with individual support). All six treatment group students demonstrated an increasing trend across treatment sessions, with higher response rates than during baseline sessions; two participants showed less variability and a positive trend in the pull-out setting with fewer distractions. The two comparison participants did not show any gains from treatment-as-usual; however, positive gains were immediately noted after subsequently introducing VM. Using peer models in VM increased attention to videos and generalized to imitation of other social communication behaviors. Both push-in (i.e., individual treatment in classrooms) and pull-out sessions proved beneficial.
摘要:本研究考察了融合公立学校背景下，同伴模型的视频建模(VM)与学龄前儿童社交目标的提高之间是否存在函数关系。6名学龄前儿童在课堂上采用退缩设计(a - b - a - b - c)接受虚拟机治疗;另外两名学生(对照组)接受了常规治疗(即团体指导和个人支持)。所有六个治疗组的学生在治疗期间都表现出增加的趋势，反应率高于基线治疗期间;两名参与者在分心较少的情况下表现出较少的变异性和积极的趋势。两名比较参与者没有从常规治疗中获得任何好处;然而，在随后引入虚拟机后，立即注意到积极的收益。在虚拟现实中使用同伴模型增加了对视频的关注，并推广到模仿其他社交行为。事实证明，“推入式”(即课堂上的个别治疗)和“拉出式”都是有益的。
{"title":"Video Modeling Using Classroom Peers as Models to Increase Social Communication Skills in Children with ASD in an Integrated Preschool","authors":"T. Cardon, Nichole Wangsgard, N. Dobson","doi":"10.1353/etc.2019.0024","DOIUrl":"https://doi.org/10.1353/etc.2019.0024","url":null,"abstract":"Abstract:This study examined if a functional relationship exists between video modeling (VM) of peer models and increased outcomes in social communication goals for preschool-age children in an integrated public school setting. Six preschool students received the VM treatment in the classroom using a withdrawal design (A-B-A-B-C); two additional students (comparison group) received treatment-as-usual (i.e., group instruction with individual support). All six treatment group students demonstrated an increasing trend across treatment sessions, with higher response rates than during baseline sessions; two participants showed less variability and a positive trend in the pull-out setting with fewer distractions. The two comparison participants did not show any gains from treatment-as-usual; however, positive gains were immediately noted after subsequently introducing VM. Using peer models in VM increased attention to videos and generalized to imitation of other social communication behaviors. Both push-in (i.e., individual treatment in classrooms) and pull-out sessions proved beneficial.","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"42 1","pages":"515 - 536"},"PeriodicalIF":1.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/etc.2019.0024","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47609616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Paul Caldarella, Ross Larsen, L. Williams, Howard P. Wills, J. Wehby
Abstract:Students with emotional and behavioral disorders (EBD) often receive low rates of teacher praise and high rates of teacher reprimands, though they may respond more positively to praise and more negatively to reprimands than their typically developing peers. Teacher praise-to-reprimand ratios (PRRs) are associated with increased student engagement, but more research is necessary to further explore how these ratios affect student behavior, particularly for students with or at risk for EBD. Commonly 3:1 or 4:1 is recommended as a desirable PRR, but students with EBD may need higher ratios to improve their classroom behavior. In our study of 540 students and 149 teachers, we found that as teacher PRR increased the engagement of at-risk students increased, though engagement for typically developing peers did not. A PRR of approximately 9:1 was needed for students at risk for EBD to approximate the engagement levels of their typically developing peers. No effect of PRR on disruption rates was found for either student category.
{"title":"Teacher Praise-to-Reprimand Ratios: Behavioral Response of Students at Risk for EBD Compared with Typically Developing Peers","authors":"Paul Caldarella, Ross Larsen, L. Williams, Howard P. Wills, J. Wehby","doi":"10.1353/etc.2019.0021","DOIUrl":"https://doi.org/10.1353/etc.2019.0021","url":null,"abstract":"Abstract:Students with emotional and behavioral disorders (EBD) often receive low rates of teacher praise and high rates of teacher reprimands, though they may respond more positively to praise and more negatively to reprimands than their typically developing peers. Teacher praise-to-reprimand ratios (PRRs) are associated with increased student engagement, but more research is necessary to further explore how these ratios affect student behavior, particularly for students with or at risk for EBD. Commonly 3:1 or 4:1 is recommended as a desirable PRR, but students with EBD may need higher ratios to improve their classroom behavior. In our study of 540 students and 149 teachers, we found that as teacher PRR increased the engagement of at-risk students increased, though engagement for typically developing peers did not. A PRR of approximately 9:1 was needed for students at risk for EBD to approximate the engagement levels of their typically developing peers. No effect of PRR on disruption rates was found for either student category.","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"42 1","pages":"447 - 468"},"PeriodicalIF":1.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/etc.2019.0021","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48974353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:The positive behavioral interventions and supports (PBIS) framework has been applied for over two decades in public schools throughout the country. More recently it has been adopted, or is being considered for adoption, by an increasing number of states and facilities providing residential or secure care for juvenile offenders. During implementation these jurisdictions, like public schools, experience challenges during initial implementation and in achieving sustained implementation. In this paper, we discuss issues related to sustainability of PBIS in secure care settings. We describe recommended practices and unique characteristics of secure care that may affect sustained implementation.
{"title":"Sustaining PBIS in Secure Care for Juveniles","authors":"Brenda Scheuermann, C. M. Nelson","doi":"10.1353/etc.2019.0025","DOIUrl":"https://doi.org/10.1353/etc.2019.0025","url":null,"abstract":"Abstract:The positive behavioral interventions and supports (PBIS) framework has been applied for over two decades in public schools throughout the country. More recently it has been adopted, or is being considered for adoption, by an increasing number of states and facilities providing residential or secure care for juvenile offenders. During implementation these jurisdictions, like public schools, experience challenges during initial implementation and in achieving sustained implementation. In this paper, we discuss issues related to sustainability of PBIS in secure care settings. We describe recommended practices and unique characteristics of secure care that may affect sustained implementation.","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"42 1","pages":"537 - 556"},"PeriodicalIF":1.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/etc.2019.0025","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44671891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
E. A. Common, M. Buckman, K. Lane, Melinda M. Leko, D. J. Royer, W. Oakes, Grant Edmund Allen
Abstract:In this methodological illustration, we examined Tier 2 social skills interventions to support school success for students with or at risk for emotional or behavior disorders. We presented findings examining the usability and feasibility of the Social Skills Improvement System—Intervention Guide and Positive Action Counselor's Kit, which emphasize teaching and reinforcing social skills associated with success within and beyond school settings. We described how data-informed decision-making processes were conducted to design, implement, and evaluate social skills interventions, including monitoring student outcomes across the two programs. We end with a discussion of barriers and enablers toward conducting data-informed social skills interventions in authentic educational settings.
{"title":"Exploring Solutions to Address Students' Social Competencies to Facilitate School Success: A Usability and Feasibility Study","authors":"E. A. Common, M. Buckman, K. Lane, Melinda M. Leko, D. J. Royer, W. Oakes, Grant Edmund Allen","doi":"10.1353/etc.2019.0023","DOIUrl":"https://doi.org/10.1353/etc.2019.0023","url":null,"abstract":"Abstract:In this methodological illustration, we examined Tier 2 social skills interventions to support school success for students with or at risk for emotional or behavior disorders. We presented findings examining the usability and feasibility of the Social Skills Improvement System—Intervention Guide and Positive Action Counselor's Kit, which emphasize teaching and reinforcing social skills associated with success within and beyond school settings. We described how data-informed decision-making processes were conducted to design, implement, and evaluate social skills interventions, including monitoring student outcomes across the two programs. We end with a discussion of barriers and enablers toward conducting data-informed social skills interventions in authentic educational settings.","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"42 1","pages":"489 - 514"},"PeriodicalIF":1.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/etc.2019.0023","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46645407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Patrick W. Romani, Antoinette M. Donaldson, Abigail J. Ager, Jennifer E. Peaslee, Shanna M. Garden, M. Ariefdjohan
Abstract:Problem behavior occurring during public outings can limit children's participation in these activities and can be disruptive for families. The current study included two children referred for the assessment and treatment of problem behaviors occurring during public outings. Clinic-based functional behavior assessments indicated problem behaviors were likely maintained by access to tangibles. Implementation of the tangible condition of the functional analysis in a hospital-based gift shop or cafeteria confirmed these hypotheses. To address their problem behavior and compliance, both participants participated in differential reinforcement of alternative (DRA) behavior treatment programs. Within an ABAB reversal design, DRA treatment resulted in decreased problem behavior and increased compliance to instructions when compared to the tangible condition of the functional analysis. Collectively, results of this study effectively replicated and extended an assessment and treatment procedure to address problem behaviors exhibited by children during public outings.
{"title":"Assessment and Treatment of Aggression During Public Outings","authors":"Patrick W. Romani, Antoinette M. Donaldson, Abigail J. Ager, Jennifer E. Peaslee, Shanna M. Garden, M. Ariefdjohan","doi":"10.1353/ETC.2019.0016","DOIUrl":"https://doi.org/10.1353/ETC.2019.0016","url":null,"abstract":"Abstract:Problem behavior occurring during public outings can limit children's participation in these activities and can be disruptive for families. The current study included two children referred for the assessment and treatment of problem behaviors occurring during public outings. Clinic-based functional behavior assessments indicated problem behaviors were likely maintained by access to tangibles. Implementation of the tangible condition of the functional analysis in a hospital-based gift shop or cafeteria confirmed these hypotheses. To address their problem behavior and compliance, both participants participated in differential reinforcement of alternative (DRA) behavior treatment programs. Within an ABAB reversal design, DRA treatment resulted in decreased problem behavior and increased compliance to instructions when compared to the tangible condition of the functional analysis. Collectively, results of this study effectively replicated and extended an assessment and treatment procedure to address problem behaviors exhibited by children during public outings.","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"42 1","pages":"345 - 359"},"PeriodicalIF":1.0,"publicationDate":"2019-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/ETC.2019.0016","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47030733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Elizabeth G. Hatzenbuhler, John D. Molteni, J. Axe
Abstract:Matrix training is a generative instructional approach where stimulus pairings are taught with the goal of emergent responses occurring without direct instruction. The 4x4 matrix in this study was comprised of 16 character-action pairs (e.g., princess sleeping, prince climbing) taught and tested in the context of play. The researcher trained peers without disabilities to provide instructions and feedback to three children with autism spectrum disorder (ASD) for four character-action pairings. In the context of a multiple baseline across participants design, results showed that untrained responses for the remaining character-action pairings emerged in 73% to 100% of opportunities across participants. In addition, responses for all participants occurred with novel peer trainers. For two of the three participants, responses also were demonstrated during independent play probes. Results of this study suggest that matrix training mediated by a peer can be an effective and efficient method for teaching play skills.
{"title":"Increasing Play Skills in Children with Autism Spectrum Disorder via Peer-Mediated Matrix Training","authors":"Elizabeth G. Hatzenbuhler, John D. Molteni, J. Axe","doi":"10.1353/ETC.2019.0014","DOIUrl":"https://doi.org/10.1353/ETC.2019.0014","url":null,"abstract":"Abstract:Matrix training is a generative instructional approach where stimulus pairings are taught with the goal of emergent responses occurring without direct instruction. The 4x4 matrix in this study was comprised of 16 character-action pairs (e.g., princess sleeping, prince climbing) taught and tested in the context of play. The researcher trained peers without disabilities to provide instructions and feedback to three children with autism spectrum disorder (ASD) for four character-action pairings. In the context of a multiple baseline across participants design, results showed that untrained responses for the remaining character-action pairings emerged in 73% to 100% of opportunities across participants. In addition, responses for all participants occurred with novel peer trainers. For two of the three participants, responses also were demonstrated during independent play probes. Results of this study suggest that matrix training mediated by a peer can be an effective and efficient method for teaching play skills.","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"42 1","pages":"295 - 319"},"PeriodicalIF":1.0,"publicationDate":"2019-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/ETC.2019.0014","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48680618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ana D. Dueñas, Joshua B. Plavnick, Courtney E. Maher
Abstract:Children with autism spectrum disorder (ASD) often demonstrate deficits in spontaneous language during play and other social interactions. The purpose of this study was to evaluate the efficacy of an instructional procedure that could be used during play to increase tacts by three 4-year-old children with ASD. A multiple-probe across behaviors design was used to evaluate the effects of the play-based intervention on participants' acquisition of tacts. The participants demonstrated rapid acquisition of targeted tacts during the training procedure and two participants maintained responses during a two-week follow-up probe. The results demonstrate that the play-based intervention procedure can be effective for teaching verbal behavior to children with ASD.
{"title":"Embedding Tact Instruction During Play for Preschool Children with Autism Spectrum Disorder","authors":"Ana D. Dueñas, Joshua B. Plavnick, Courtney E. Maher","doi":"10.1353/ETC.2019.0017","DOIUrl":"https://doi.org/10.1353/ETC.2019.0017","url":null,"abstract":"Abstract:Children with autism spectrum disorder (ASD) often demonstrate deficits in spontaneous language during play and other social interactions. The purpose of this study was to evaluate the efficacy of an instructional procedure that could be used during play to increase tacts by three 4-year-old children with ASD. A multiple-probe across behaviors design was used to evaluate the effects of the play-based intervention on participants' acquisition of tacts. The participants demonstrated rapid acquisition of targeted tacts during the training procedure and two participants maintained responses during a two-week follow-up probe. The results demonstrate that the play-based intervention procedure can be effective for teaching verbal behavior to children with ASD.","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"42 1","pages":"361 - 384"},"PeriodicalIF":1.0,"publicationDate":"2019-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/ETC.2019.0017","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43295010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bradley S Stevenson, Charles L. Wood, Alana C. Iannello
Abstract:A percentage of individuals with autism and other developmental disabilities engage in severe, dangerous challenging behaviors. Two common approaches for intervening for these behaviors are function-based interventions (FBI), which have been effective at reducing such behaviors, and crisis intervention, which has been shown to increase staff skills for managing dangerous situations. These two methods have different theoretical foundations, and as such the two approaches often recommend competing strategies for a given challenging behavior. Therefore, practitioners may feel they need to choose between the two approaches, selecting either FBI or crisis intervention. This study examined a way to blend the strengths of two approaches into a synthesized model referred to as function-based crisis intervention (FBCI). Using a delayed multiple-probe design, results showed that FBCI reduced the severe challenging behavior of three students with autism. Implications for future research and practice are discussed.
{"title":"Effects of Function-Based Crisis Intervention on the Severe Challenging Behavior of Students with Autism","authors":"Bradley S Stevenson, Charles L. Wood, Alana C. Iannello","doi":"10.1353/ETC.2019.0015","DOIUrl":"https://doi.org/10.1353/ETC.2019.0015","url":null,"abstract":"Abstract:A percentage of individuals with autism and other developmental disabilities engage in severe, dangerous challenging behaviors. Two common approaches for intervening for these behaviors are function-based interventions (FBI), which have been effective at reducing such behaviors, and crisis intervention, which has been shown to increase staff skills for managing dangerous situations. These two methods have different theoretical foundations, and as such the two approaches often recommend competing strategies for a given challenging behavior. Therefore, practitioners may feel they need to choose between the two approaches, selecting either FBI or crisis intervention. This study examined a way to blend the strengths of two approaches into a synthesized model referred to as function-based crisis intervention (FBCI). Using a delayed multiple-probe design, results showed that FBCI reduced the severe challenging behavior of three students with autism. Implications for future research and practice are discussed.","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"42 1","pages":"321 - 343"},"PeriodicalIF":1.0,"publicationDate":"2019-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/ETC.2019.0015","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48011440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:Youth with disabilities are significantly overrepresented in the juvenile justice system, yet they are generally less successful post-release in the domains of recidivism, school completion, and employment as compared to their nondisabled peers. The purpose of this literature review is to identify empirical transition practices that benefit youth with disabilities, who are at a high risk of incarceration and school dropout. Three types of practices were identified as effective in varying degrees on rates of recidivism and community engagement: the use of transition specialists, education and employment support, and mental health services. The implications for practice include extending transition services post-release, coordinating with outside agencies, and developing individualized programming for youth with disabilities based on their specific needs.
{"title":"Reducing Recidivism: Transition and Reentry Practices for Detained and Adjudicated Youth with Disabilities","authors":"Alexandra Miller, W. Therrien, J. Romig","doi":"10.1353/ETC.2019.0019","DOIUrl":"https://doi.org/10.1353/ETC.2019.0019","url":null,"abstract":"Abstract:Youth with disabilities are significantly overrepresented in the juvenile justice system, yet they are generally less successful post-release in the domains of recidivism, school completion, and employment as compared to their nondisabled peers. The purpose of this literature review is to identify empirical transition practices that benefit youth with disabilities, who are at a high risk of incarceration and school dropout. Three types of practices were identified as effective in varying degrees on rates of recidivism and community engagement: the use of transition specialists, education and employment support, and mental health services. The implications for practice include extending transition services post-release, coordinating with outside agencies, and developing individualized programming for youth with disabilities based on their specific needs.","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"42 1","pages":"409 - 438"},"PeriodicalIF":1.0,"publicationDate":"2019-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/ETC.2019.0019","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44430772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:Students with emotional and behavioral disorders (EBD) present some of the greatest challenges faced by educators, and experience some of the most problematic outcomes. To increase the likelihood that students with EBD will be successful in school and in life, practitioners should implement effective interventions. Trustworthy research is the primary means to identify effective practices. Open science can be used to help verify research findings as trustworthy, as well as improve their accessibility. In this article, we discuss the open science movement and describe five open-science practices (i.e., preregistration, Registered Reports, open data and materials, open access and preprints, and open review) that may help increase the trustworthiness, efficiency, and impact of EBD research. We argue that the implementation of these practices may increase the field's capacity to identify and verify truly effective practices, and facilitate broad accessibility of research for all stakeholders; thereby improving policies and instructional practice for students with EBD.
{"title":"Open Science in the Field of Emotional and Behavioral Disorders","authors":"Bryan G. Cook, J. Lloyd, W. Therrien","doi":"10.35542/osf.io/duvf8","DOIUrl":"https://doi.org/10.35542/osf.io/duvf8","url":null,"abstract":"Abstract:Students with emotional and behavioral disorders (EBD) present some of the greatest challenges faced by educators, and experience some of the most problematic outcomes. To increase the likelihood that students with EBD will be successful in school and in life, practitioners should implement effective interventions. Trustworthy research is the primary means to identify effective practices. Open science can be used to help verify research findings as trustworthy, as well as improve their accessibility. In this article, we discuss the open science movement and describe five open-science practices (i.e., preregistration, Registered Reports, open data and materials, open access and preprints, and open review) that may help increase the trustworthiness, efficiency, and impact of EBD research. We argue that the implementation of these practices may increase the field's capacity to identify and verify truly effective practices, and facilitate broad accessibility of research for all stakeholders; thereby improving policies and instructional practice for students with EBD.","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"42 1","pages":"579 - 600"},"PeriodicalIF":1.0,"publicationDate":"2019-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46362549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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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