Outcome-Reporting Bias in Special Education Intervention Research Using Experimental and Quasi-Experimental Group Designs: A Conceptual Replication

IF 2.3 3区 教育学 Q1 EDUCATION, SPECIAL
Elizabeth Talbott, Daniel M. Maggin, Meveryn Chua, Lauren Ashley, Xiaohong Chen, Philippa A. Chin, Mary Kate Curry
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引用次数: 0

Abstract

We conducted a conceptual replication of Pigott et al.’s study of outcome-reporting bias, wherein they compared intervention outcomes reported in unpublished education dissertations with corresponding published versions. For our replication, we identified a sample of 40 special education dissertations with matched journal publications and found that statistically significant intervention outcomes from dissertations were 1.48 times more likely to be published compared with nonsignificant outcomes. Significant moderators of this effect included type of intervention outcome (academic), type of research design (randomized controlled trial), participant race (with samples greater than or equal to 50% non-White), and type of disability/exceptionality (high incidence). We found that few dissertation authors published their work, providing further evidence for the much-needed inclusion of dissertations in systematic reviews.
使用实验和准实验小组设计的特殊教育干预研究中的结果报告偏差:概念复制
我们对 Pigott 等人关于结果报告偏差的研究进行了概念上的复制,他们将未发表的教育论文中报告的干预结果与相应的发表版本进行了比较。在复制过程中,我们确定了 40 篇特殊教育论文样本,并在期刊上发表了相应的论文,结果发现,论文中具有统计学意义的干预结果发表的可能性是无意义结果的 1.48 倍。这一影响的重要调节因素包括干预结果的类型(学术)、研究设计的类型(随机对照试验)、参与者的种族(非白人样本大于或等于 50%)以及残疾/特殊性的类型(高发生率)。我们发现,很少有学位论文作者发表自己的研究成果,这进一步证明了将学位论文纳入系统综述的必要性。
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来源期刊
Remedial and Special Education
Remedial and Special Education EDUCATION, SPECIAL-
CiteScore
5.70
自引率
8.30%
发文量
28
期刊介绍: Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.
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