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Same as It Ever Was: An Updated Review of Replication Studies in Special Education Journals

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Title: Same as It Ever Was: An Updated Review of Replication Studies in Special Education Journals
Language: English
Authors: Bryan G. Cook (ORCID 0000-0001-9294-0873), William J. Therrien, Danielle A. Waterfield, Suzanne McClain, Jesse I. Fleming (ORCID 0000-0001-7438-0374), Hannah Robinson, Latesha Watson, Joseph Boyle
Source: Remedial and Special Education. 2025 46(3):236-248.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Sponsoring Agency: Office of Special Education Programs (OSEP) (ED/OSERS)
Contract Number: H325D210027
Document Type: Journal Articles
Information Analyses
Descriptors: Special Education, Educational Research, Periodicals, Replication (Evaluation), Journal Articles
DOI: 10.1177/07419325241248766
ISSN: 0741-9325
1538-4756
Abstract: Despite the importance of replication studies, previous reviews showed that they comprised less than 1% of publications in special education journals. This review conceptually replicates Lemons and colleagues' previous review to provide updated rates of replication studies in special education journals. We identified 78 studies published in 44 special education journals between 2015 and 2022 that used the term replicat* and met our definition of replication, constituting 0.54% of all publications. Similar to previous findings, most replication studies were conceptual, successfully replicated previous results, and were conducted by one or more authors of the study being replicated. Replications with author overlap were significantly more likely to successfully reproduce the findings of the original study. Journal impact factor was significantly and positively related to journal-level replication rate. Publication rates of replications in special education journals remain similar to previous decades, suggesting that additional efforts are needed to increase the publication of replication research.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1471972
Database: ERIC
FullText Text:
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  Data: Same as It Ever Was: An Updated Review of Replication Studies in Special Education Journals
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  Data: <searchLink fieldCode="AR" term="%22Bryan+G%2E+Cook%22">Bryan G. Cook</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9294-0873">0000-0001-9294-0873</externalLink>)<br /><searchLink fieldCode="AR" term="%22William+J%2E+Therrien%22">William J. Therrien</searchLink><br /><searchLink fieldCode="AR" term="%22Danielle+A%2E+Waterfield%22">Danielle A. Waterfield</searchLink><br /><searchLink fieldCode="AR" term="%22Suzanne+McClain%22">Suzanne McClain</searchLink><br /><searchLink fieldCode="AR" term="%22Jesse+I%2E+Fleming%22">Jesse I. Fleming</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7438-0374">0000-0001-7438-0374</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hannah+Robinson%22">Hannah Robinson</searchLink><br /><searchLink fieldCode="AR" term="%22Latesha+Watson%22">Latesha Watson</searchLink><br /><searchLink fieldCode="AR" term="%22Joseph+Boyle%22">Joseph Boyle</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Remedial+and+Special+Education%22"><i>Remedial and Special Education</i></searchLink>. 2025 46(3):236-248.
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Office of Special Education Programs (OSEP) (ED/OSERS)
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  Data: <searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Periodicals%22">Periodicals</searchLink><br /><searchLink fieldCode="DE" term="%22Replication+%28Evaluation%29%22">Replication (Evaluation)</searchLink><br /><searchLink fieldCode="DE" term="%22Journal+Articles%22">Journal Articles</searchLink>
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  Label: Abstract
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  Data: Despite the importance of replication studies, previous reviews showed that they comprised less than 1% of publications in special education journals. This review conceptually replicates Lemons and colleagues' previous review to provide updated rates of replication studies in special education journals. We identified 78 studies published in 44 special education journals between 2015 and 2022 that used the term replicat* and met our definition of replication, constituting 0.54% of all publications. Similar to previous findings, most replication studies were conceptual, successfully replicated previous results, and were conducted by one or more authors of the study being replicated. Replications with author overlap were significantly more likely to successfully reproduce the findings of the original study. Journal impact factor was significantly and positively related to journal-level replication rate. Publication rates of replications in special education journals remain similar to previous decades, suggesting that additional efforts are needed to increase the publication of replication research.
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