A Registered Report on Selective Reporting in Single-Case Experimental Research

IF 1.8 3区教育学 Q1 EDUCATION, SPECIAL

Remedial and Special Education Pub Date : 2025-09-27 DOI:10.1177/07419325251350697

Jason C. Travers, Matt Tincani, Art Dowdy, Heather Forbes, Jenee Vickers Johnson

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引用次数: 0

Abstract

Selective reporting is the exclusion of some study results from research reports, usually those that do not support claims of intervention effectiveness. Selective reporting inflates the perceived effects of an intervention and may mislead researchers and professionals to erroneous conclusions and courses of action. This registered report systematically investigated selective reporting in single-case experimental research studies in special education by comparing data and results reported in dissertation research published between 2010 and 2015 to respective published journal articles. Our search yielded 1,810 dissertations, of which 124 were published as journal articles and coded for discrepancies. Of the 41 dissertation-article pairs with discrepancies, we found 10 (8%) pairs that appeared to selectively report results for one or more participants and/or dependent variables. Published articles tended to report a greater number of experimental effects with larger effect sizes than dissertations. Researchers using single-case experimental designs should resist selective reporting and adopt open and transparent reporting practices.

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关于个案实验研究选择性报告的注册报告

选择性报告是指从研究报告中排除某些研究结果，通常是那些不支持干预有效性的研究结果。选择性报告夸大了干预措施的感知效果，并可能误导研究人员和专业人员得出错误的结论和行动方案。本注册报告通过将2010年至2015年发表的论文研究数据和结果与各自发表的期刊文章进行比较，系统地调查了特殊教育个案实验研究的选择性报告。我们的搜索产生了1,810篇论文，其中124篇作为期刊文章发表，并对差异进行了编码。在41对有差异的论文中，我们发现10对（8%）似乎选择性地报告了一个或多个参与者和/或因变量的结果。已发表的文章往往比论文报告更多的实验效应和更大的效应量。使用单一案例实验设计的研究人员应该抵制选择性报告，并采用公开透明的报告实践。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Remedial and Special Education EDUCATION, SPECIAL-

CiteScore

5.70

自引率

8.30%

发文量

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.