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Null Effects in the Special Education Research Base

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Title: Null Effects in the Special Education Research Base
Language: English
Authors: Bryan G. Cook (ORCID 0000-0001-9294-0873), William J. Therrien (ORCID 0000-0003-0594-5129), Jesse I. Fleming (ORCID 0000-0001-7438-0374), Daniel Espinas, Alan S. McLucas, Jaret Hodges, Xiaolu Fan (ORCID 0000-0003-3666-5488)
Source: Remedial and Special Education. 2026 47(1):11-24.
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: 14
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Reports - Research
Descriptors: Special Education, Educational Research, Research Methodology, Evidence Based Practice, Program Effectiveness, Change, Innovation, Research Problems, Persuasive Discourse, Influences, Journal Articles, Documentation
DOI: 10.1177/07419325251361907
ISSN: 0741-9325
1538-4756
Abstract: Full and clear reporting of null effects is important for a robust and valid research base. The purpose of this Registered Report is to review the presence and reporting of null findings in the special education research base. Preregistered hypotheses predicted (a) few studies with all or primary null findings and (b) spin in reporting and discussing null findings. We searched all 2020 publications--41 special education journals--and identified 121 group-design intervention studies, coding the number of significant and non-significant p-values reported. We identified two (1.7%) articles reporting all null findings and no articles reporting null primary findings; both all-null studies were coded as containing one instance of spin. Exploratory analyses indicated hypotheses or predictions were stated in only 38.8% of studies and both instances of spin were low level. We discuss implications of findings and approaches for disseminating studies with null findings.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496651
Database: ERIC
FullText Text:
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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> (ORCID <externalLink term="https://orcid.org/0000-0003-0594-5129">0000-0003-0594-5129</externalLink>)<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="%22Daniel+Espinas%22">Daniel Espinas</searchLink><br /><searchLink fieldCode="AR" term="%22Alan+S%2E+McLucas%22">Alan S. McLucas</searchLink><br /><searchLink fieldCode="AR" term="%22Jaret+Hodges%22">Jaret Hodges</searchLink><br /><searchLink fieldCode="AR" term="%22Xiaolu+Fan%22">Xiaolu Fan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3666-5488">0000-0003-3666-5488</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Remedial+and+Special+Education%22"><i>Remedial and Special Education</i></searchLink>. 2026 47(1):11-24.
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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: 14
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  Data: Journal Articles<br />Information Analyses<br />Reports - Research
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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="%22Research+Methodology%22">Research Methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Change%22">Change</searchLink><br /><searchLink fieldCode="DE" term="%22Innovation%22">Innovation</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Problems%22">Research Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Persuasive+Discourse%22">Persuasive Discourse</searchLink><br /><searchLink fieldCode="DE" term="%22Influences%22">Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Journal+Articles%22">Journal Articles</searchLink><br /><searchLink fieldCode="DE" term="%22Documentation%22">Documentation</searchLink>
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  Data: 10.1177/07419325251361907
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  Data: 0741-9325<br />1538-4756
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  Data: Full and clear reporting of null effects is important for a robust and valid research base. The purpose of this Registered Report is to review the presence and reporting of null findings in the special education research base. Preregistered hypotheses predicted (a) few studies with all or primary null findings and (b) spin in reporting and discussing null findings. We searched all 2020 publications--41 special education journals--and identified 121 group-design intervention studies, coding the number of significant and non-significant p-values reported. We identified two (1.7%) articles reporting all null findings and no articles reporting null primary findings; both all-null studies were coded as containing one instance of spin. Exploratory analyses indicated hypotheses or predictions were stated in only 38.8% of studies and both instances of spin were low level. We discuss implications of findings and approaches for disseminating studies with null findings.
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  Data: EJ1496651
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      – SubjectFull: Research Methodology
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