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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.
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]
Copyright of Behavioral Disorders is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: Special Series: Registered Reports of Systematic Reviews and Meta-Analyses.
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  Data: <searchLink fieldCode="AR" term="%22Peltier%2C+Corey%22">Peltier, Corey</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> coreypeltier@ou.edu</i><br /><searchLink fieldCode="AR" term="%22Pulos%2C+Joshua+M%2E%22">Pulos, Joshua M.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Riden%2C+Benjamin+S%2E%22">Riden, Benjamin S.</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Behavioral+Disorders%22">Behavioral Disorders</searchLink>. May2026, Vol. 51 Issue 3, p139-145. 7p.
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  Data: *<searchLink fieldCode="DE" term="%22Behavior+disorders%22">Behavior disorders</searchLink><br />*<searchLink fieldCode="DE" term="%22Autonomy+%28Psychology%29%22">Autonomy (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Affective+disorders%22">Affective disorders</searchLink><br />*<searchLink fieldCode="DE" term="%22Experimental+design%22">Experimental design</searchLink><br />*<searchLink fieldCode="DE" term="%22Behavior+disorders+in+children%22">Behavior disorders in children</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+practice%22">Professional practice</searchLink><br /><searchLink fieldCode="DE" term="%22Meta-analysis%22">Meta-analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Systematic+reviews%22">Systematic reviews</searchLink><br /><searchLink fieldCode="DE" term="%22Reward+%28Psychology%29%22">Reward (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Publishing%22">Publishing</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence-based+medicine%22">Evidence-based medicine</searchLink>
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  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Behavioral Disorders is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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    Identifiers:
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        Value: 10.1177/01987429251400215
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      – Code: eng
        Text: English
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        StartPage: 139
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        Type: general
      – SubjectFull: Autonomy (Psychology)
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      – SubjectFull: Affective disorders
        Type: general
      – SubjectFull: Experimental design
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      – SubjectFull: Behavior disorders in children
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      – SubjectFull: Special education
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      – SubjectFull: Professional practice
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      – SubjectFull: Meta-analysis
        Type: general
      – SubjectFull: Systematic reviews
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      – SubjectFull: Reward (Psychology)
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      – SubjectFull: Publishing
        Type: general
      – SubjectFull: Evidence-based medicine
        Type: general
    Titles:
      – TitleFull: Special Series: Registered Reports of Systematic Reviews and Meta-Analyses.
        Type: main
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            NameFull: Peltier, Corey
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            NameFull: Pulos, Joshua M.
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            – D: 01
              M: 05
              Text: May2026
              Type: published
              Y: 2026
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