Recommendations for Replication Research in Special Education

Coyne, Michael D.; Cook, Bryan G.; Therrien, William J.

doi:10.1177/0741932516648463

Cited by 101 publications

(138 citation statements)

References 34 publications

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“…Consequently, this may represent a missed opportunity for the field of special education to systematically couch a continuum of intervention research within a larger replication framework (Coyne et al, 2016). In this study, we sought to replicate the beneficial treatment effects of a Tier 2 mathematics intervention on the mathematics outcomes of students with MD using the same methodological and analytical procedures applied in the initial study.…”

Section: Resultsmentioning

confidence: 99%

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Testing the Efficacy of a Tier 2 Mathematics Intervention

Doabler

Clarke²,

Kosty

et al. 2016

Exceptional Children

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The purpose of this closely aligned conceptual replication study was to investigate the efficacy of a Tier 2 kindergarten mathematics intervention. The replication study differed from the initial randomized controlled trial on three important elements: geographical region, timing of the intervention, and instructional context of the counterfactual. Similar to the original investigation, however, the current study tested the same intervention, used the same outcome measures and statistical analyses, and involved the same population of learners. A total of 319 kindergarten students with mathematics difficulties from 36 kindergarten classrooms participated in the study. Students who were randomly assigned to the treatment condition received the intervention in small-group formats, with 2 or 5 students per group. Control students participated in a no-treatment control condition. Significant effects on proximal and distal measures of mathematics achievement were found. Effect sizes obtained for all measures fell within or exceeded the upper bound of the effects reported in the initial study. Implications for systematically situating replication studies in larger frameworks of intervention research and reporting rates of treatment response across replication studies are discussed.

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Section: Resultsmentioning

confidence: 99%

“…Author overlap occurs when the same research team is responsible for and carries out replications of their original research (Coyne et al, 2016). The same research team conducted the original and current investigations of ROOTS.…”

Section: Limitationsmentioning

confidence: 99%

Testing the Efficacy of a Tier 2 Mathematics Intervention

Doabler

Clarke²,

Kosty

et al. 2016

Exceptional Children

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show abstract

“…Coyne, Cook, and Therrien () have called for special education researchers to consider closely aligned replication studies to increase the likelihood studies can meet evidence‐based practice criteria (e.g., Cook et al., ). This study was explicitly designed to meet Coyne and colleagues’ call by replicating a single‐case design study of targeted PD to increase teachers use of BSP.…”

Section: Discussionmentioning

confidence: 99%

“…Unfortunately, we focused exclusively on targeted supports, but if a full continuum of supports were available, Teacher 3 may have consistently increased her BSP and may have been able to remain in her classroom. Coyne, Cook, and Therrien (2016) have called for special education researchers to consider closely aligned replication studies to increase the likelihood studies can meet evidence-based practice criteria (e.g., Cook et al, 2015). This study was explicitly designed to meet Coyne and colleagues' call by replicating a single-case design study of targeted PD to increase teachers use of BSP.…”

Section: Implications For Practicementioning

confidence: 99%

Professional development to increase teacher behavior‐specific praise: A single‐case design replication

Gage

Grasley-Boy

MacSuga-Gage

2018

Psychology in the Schools

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Effective classroom instruction is contingent upon successful classroom management. Unfortunately, not all teachers successfully manage classroom behavior and need in‐service professional development. In this study, we replicated a targeted professional development approach that included a brief one‐on‐one training session and emailed visual performance feedback to increase novice teachers’ use of behavior‐specific praise, an evidence‐based classroom management skill. Dependent variables collected through direct observation included teachers’ behavior‐specific praise along with average student engagement and disruptions. Four elementary teachers participated and, based on a multiple‐baseline single‐case design, we found a functional relationship between the targeted professional development and teachers’ increased use of behavior‐specific praise. However, because of variability and one teacher's limited response, effect sizes were small for behavior‐specific praise and little change was observed in student behaviors. These findings warrant further research to determine which classroom management skills affect student behaviors overall, as well as continued evaluation of this professional development model and using school‐based coaches.

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“…Because replication studies are so rare in the social sciences (Schmidt 2009) and mathematics education researchers may not have had training to conduct such studies, this article contributes to the field of education reseach in part by describing how we utilized and adapted a framework for replication studies from psychology (Brandt et al 2014) to conduct and report the present study. This is referred to by some educational researchers as a closely aligned replication study as direct replications in education are nearly impossible to conduct, given the unavoidable variation in factors such as educational context, teachers' instructional methods, and students' cultural and historical backgrounds (Coyne et al 2016).…”

Section: Replication Frameworkmentioning

confidence: 99%

Prospective elementary teachers’ conceptions of multidigit number: exemplifying a replication framework for mathematics education

Jacobson

Simpson

2018

Math Ed Res J

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Replication studies play a critical role in scientific accumulation of knowledge, yet replication studies in mathematics education are rare. In this study, the authors replicated Thanheiser's (Educational Studies in Mathematics 75:241-251, 2010) study of prospective elementary teachers' conceptions of multidigit number and examined the main claim that most elementary pre-service teachers think about digits incorrectly at least some of the time. Results indicated no statistically significant difference in the distribution of conceptions between the original and replication samples and, moreover, no statistically significant differences in the distribution of sub-conceptions among prospective teachers with the most common conception. These results suggest confidence is warranted both in the generality of the main claim and in the utility of the conceptions framework for describing prospective elementary teachers' conceptions of multidigit number. The report further contributes a framework for replication of mathematics education research adapted from the field of psychology.

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Recommendations for Replication Research in Special Education

Cited by 101 publications

References 34 publications

Testing the Efficacy of a Tier 2 Mathematics Intervention

Testing the Efficacy of a Tier 2 Mathematics Intervention

Professional development to increase teacher behavior‐specific praise: A single‐case design replication

Prospective elementary teachers’ conceptions of multidigit number: exemplifying a replication framework for mathematics education

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