Introduction to Special Issue: Null Effects and Publication Bias in Learning Disabilities Research.
Saved in:
| Title: | Introduction to Special Issue: Null Effects and Publication Bias in Learning Disabilities Research. |
|---|---|
| Authors: | Therrien, William J., Cook, Bryan G. |
| Source: | Learning Disabilities Research & Practice (Wiley-Blackwell). Feb2018, Vol. 33 Issue 1, p5-10. 6p. 1 Chart. |
| Subjects: | Learning disabilities, Educational intervention, Outcome-based education |
| Abstract: | Abstract: The importance of publishing studies with null findings to the scientific enterprise is garnering attention in social science at large and education in particular. In this article, we first define null findings and publication bias as they relate to group and single‐subject instructional intervention research. We then explore the prevalence of instructional intervention studies that report null findings in the learning disabilities literature. Overall, we found that few studies have been published in learning disability journals that reported all null results. However, a significant number of group studies reported mixed findings (i.e., at least one, but not all, outcome measures were not statistically significant). Next, we summarize the experimental studies that comprise this special issue on null findings. Last, we speculate regarding strategies that might be enacted to increase the publication of studies with null findings in the learning disabilities field. [ABSTRACT FROM AUTHOR] |
| Copyright of Learning Disabilities Research & Practice (Wiley-Blackwell) 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: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Abstract: The importance of publishing studies with null findings to the scientific enterprise is garnering attention in social science at large and education in particular. In this article, we first define null findings and publication bias as they relate to group and single‐subject instructional intervention research. We then explore the prevalence of instructional intervention studies that report null findings in the learning disabilities literature. Overall, we found that few studies have been published in learning disability journals that reported all null results. However, a significant number of group studies reported mixed findings (i.e., at least one, but not all, outcome measures were not statistically significant). Next, we summarize the experimental studies that comprise this special issue on null findings. Last, we speculate regarding strategies that might be enacted to increase the publication of studies with null findings in the learning disabilities field. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 09388982 |
| DOI: | 10.1111/ldrp.12163 |
