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Registered Reports: Past, Present and Future
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High Replicability of Newly-Discovered Social-behavioral Findings is Achievable
“State standards and IEP goals. A lot of TPT products.” What Early Childhood Educators Report Using to Plan Mathematics Instruction
How to Post a Preprint Flowchart
Group-Difference Effect Sizes: Gauging the Practical Importance of Findings from Group-Experimental Research
Introduction to Special Issue: Null Effects and Publication Bias in Learning Disabilities Research
A Preliminary Investigation of the Empirical Validity of Study Quality Appraisal
Behavioral disorders: Looking toward the future with an eye on the past
Classifying the Evidence Base of Classwide Peer Tutoring for Students with High-Incidence Disabilities
Co-teaching for students with disabilities: A critical and updated analysis of the empirical literature
Do Research Findings Apply to My Students? Examining Study Samples and Sampling
Meta-analysis of behavioral self-management techniques used by students with disabilities in inclusive settings
Null Hypothesis Significance Testing and p Values
Null effects and publication bias in special education research
Publication bias in special education meta-analyses
Using evidence-based practice in teaching students with and at risk for developing disabilities
A Replication by Any Other Name: A Systematic Review of Replicative Intervention Studies
Chapter 1: Instructional practices with and without empirical validity: An introduction
Chapter 2: Two approaches for improving reading fluency: Research supports repeated reading but not colored filters
Chapter 6: Movement as behavioral moderator: What does the research say?
Recommendations for Replication Research in Special Education: A Framework of Systematic, Conceptual Replications
Reforms in academic publishing: Should behavioral disorders and special education journals embrace them?
Replication Research and Special Education
Research Designs and Special Education Research: Different Designs Address Different Questions
The review identifies evidence based practices for children, youth, and young adults with autism spectrum disorders, but research consumers should examine original studies
CEC’s Standards for Classifying the Evidence Base of Practices in Special Education
Obesity, Physical Activity, and Sedentary Behavior of Youth With Learning Disabilities and ADHD
Republication of “Evidence-Based Practices in Special Education: Some Practical Considerations”
The transition of youth and young adults with learning disabilities and with emotional and behavioral disorders: An introduction to the volume
Using the 6S pyramid to identify research-based instructional practices for students with learning disabilities
A call for examining replication and bias in special education research
Causality and emotional or behavioral disorders: An introduction
Evidence-based practices for learners with severe intellectual disability
Intensive interventions for students with learning disabilities in the RTI era: Position statement of the division for learning disabilities council for exceptional children
Special education past, present, and future: Foundational concepts and introduction to the volume
Constructing effective instructional toolkits: A selective review of evidence-based practices for students with learning disabilities
Evidence-Based practices in learning and behavioral disabilities: The search for effective instruction
Evidence-based practices and implementation science in special education
Moving research into practice: Can we make dissemination stick?
PasTeur's quadrant as the bridge linking rigor with relevance
Unraveling Evidence-Based Practices in Special Education
An analysis of the different patterns of 1:1 interactions between educational professionals and their students with varying abilities in inclusive classrooms
Inclusive teachers' concern and rejection toward their students: Investigating the validity of ratings and comparing student groups
Using teacher narratives in the dissemination of research-based practices
Determining evidence-based practices in special education
Evidence-based practices in special education: Some practical considerations
Evidence-based special education and professional wisdom: Putting it all together
Examining the role of group experimental research in establishing evidenced-based practices
Introduction to the special issue: Evidence-based practices in special education
Nonexperimental quantitative research and its role in guiding instruction
Inclusive teachers' attitudinal ratings of their students with disabilities
Bringing science into the classroom by basing craft on research
What Is Special About Special Education? Overview and Analysis
What is Special about Special Education? Introduction to the Special Series
Special Educators' Views of Community-based Job Training and Inclusion as Indicators of Job Competencies for Students with Mild and Moderate Disabilities
Teacher perceptions of the trustworthiness, usability, and accessibility of information from different sources
A comparison of teachers' attitudes toward their included students with mild and severe disabilities
Inclusion and students with mental retardation: Theoretical perspectives and implicationsc
Teachers' attitudes toward their included students with disabilities
Attitudes of principals and special education teachers toward the inclusion of students with mild disabilities
Peer acceptance of included students with disabilities as a function of severity of disability and classroom composition