Special Series: Registered Reports of Systematic Reviews and Meta-Analyses.
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| Title: | Special Series: Registered Reports of Systematic Reviews and Meta-Analyses. |
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| Authors: | Peltier, Corey1 (AUTHOR) coreypeltier@ou.edu, Pulos, Joshua M.2 (AUTHOR), Riden, Benjamin S.2 (AUTHOR) |
| Source: | Behavioral Disorders. May2026, Vol. 51 Issue 3, p139-145. 7p. |
| Subject Terms: | *Behavior disorders, *Autonomy (Psychology), *Affective disorders, *Experimental design, *Behavior disorders in children, *Special education, Professional practice, Meta-analysis, Systematic reviews, Reward (Psychology), Publishing, Evidence-based medicine |
| Abstract: | This special series examines the application of open-science practices—particularly registered reports—to systematic reviews and meta-analyses in special education and synthesizes evidence for three widely used classroom interventions for students with emotional and behavioral disorders (EBD): self-determination interventions, time-out, and token economies. The series was motivated by gaps identified in prior mega-reviews and a broader concern about publication bias and methodological opacity in the review literature. Collectively, the papers highlight persistent methodological and reporting limitations and argue that broader adoption of open-science practices is essential to reduce bias, enhance replicability, and better inform equitable, scalable practices for students with EBD. Finally, in a concluding commentary, experts discuss the potential benefits and challenges of publishing systematic reviews as registered reports and offer practical recommendations. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This special series examines the application of open-science practices—particularly registered reports—to systematic reviews and meta-analyses in special education and synthesizes evidence for three widely used classroom interventions for students with emotional and behavioral disorders (EBD): self-determination interventions, time-out, and token economies. The series was motivated by gaps identified in prior mega-reviews and a broader concern about publication bias and methodological opacity in the review literature. Collectively, the papers highlight persistent methodological and reporting limitations and argue that broader adoption of open-science practices is essential to reduce bias, enhance replicability, and better inform equitable, scalable practices for students with EBD. Finally, in a concluding commentary, experts discuss the potential benefits and challenges of publishing systematic reviews as registered reports and offer practical recommendations. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01987429 |
| DOI: | 10.1177/01987429251400215 |
