Research in Special Education: Scientific Methods and Evidence-Based Practices

By S. Odom, E. Brantlinger, R. Gersten, R. Horner, B. Thompson, K. Harris. 2005

1,012 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/51d940e81c7c49e0baa5fac994b99697e7cb6d8a

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In Clinical Psychology

In Developmental and Educational Psychology

In Safety Research

Citations in the corpus

Promoting Open Science to Increase the Trustworthiness of Evidence in Special Education (2018, background): “Trustworthiness refers to the extent to which the research methods and data underlying findings can be considered reliable and valid representations of reality (Carnine, 1997; Odom et al., 2005).”
Evaluating Evidence-Based Practice in Teaching Science Content to Students with Severe Developmental Disabilities (2011, background): “Interventions that can be supported by a body of high-quality studies are known as Bevidence-based practices[ (EBP; Odom et al., 2005).”
Replication Research and Special Education (2016, methodology): “evidence-based practice, research methodology, special education, replication research correlational studies, meta-analyses, qualitative research, and mixed methods (Odom et al., 2005).”
Evidence-Based Practice for Teaching Academics to Students With Severe Developmental Disabilities (2012, methodology): “Odom et al. (2005) set the context for the development of guidelines for defining quality indicators for research methodologies used in special education (e.g., single-case designs; Horner et al., 2005; qualitative methodologies, Brantlinger, Jimenez, Klingner, Pugach, & Richardson, 2005; group and…”
Comparison of Overlap Methods for Quantitatively Synthesizing Single-Subject Data (2010, background): “Two assumptions underpinning the evidencebased practice movement are that research can be used to identify and evaluate effective practices, and multiple studies are needed to be confident in the evidence supporting a practice (Dunst, Trivette, & Cutspec, 2002; Horner et al., 2005; Odom et al., 2005”
Increasing Social Interaction among Adolescents with Intellectual Disabilities and Their General Education Peers: Effective Interventions (2005, background): “However, the focus and degree of behavior change varied across interventions, prompting need for discussion regarding for whom and under what conditions these interventions may be effective (Odom et al., 2005).”
Racial and Ethnic Diversity of Participants in Research Supporting Evidence-Based Practices for Learners With Autism Spectrum Disorder (2016, background): “Qualitative research can support evidence-based special education by providing ways to (a) substantiate promising practices, (b) understand the implementation of EBPs, and (c) determine how and why EBPs work for certain individuals or groups and not well for others (Odom et al., 2005).”
Evaluating Rigor in Qualitative Methodology and Research Dissemination (2014, methodology): “…the 2005 special issue promotes experimental designs as the gold standard for evaluating the effectiveness of a teaching practice or intervention (Odom et al., 2005), aligning its criteria with the National Research Council’s (2002) Scientific Research in Education report and the Institute of…”
The Dynamic Relationship between Context, Curriculum, and Student Learning: A Case for Inclusive Education as a Research-Based Practice (2008, background): “regarding what constitutes appropriate research for informing practice (Cook, Tankersley, & Landrum, 2009; Odom et al., 2005; Slavin, 2008).”
Individualized Positive Behavior Support in School Settings (2012, background): “Given the current interest in assessing evidence-based practices in schools (Horner, Carr et al., 2005; Odom et al., 2005), these overall findings for intervention effectiveness are positive.”
Learning Styles in the Age of Differentiated Instruction (2010, background): “We note further that quality indicators for research in special education were published in 2005 (see Odom et al., 2005), and increasingly scholars are attending to these indicators both in publishing their own studies and in producing quantitative syntheses of literature (see Cook, Tankersley, &…”
Response to Intervention for Social Behavior (2008, background): “In 2003, a taskforce established by the Council for Exceptional Children (CEC) identified research methodologies that meet criteria for scientific evidence (Odom et al., 2005).”
The Concrete–Representational–Abstract Approach for Students With Learning Disabilities: An Evidence-Based Practice Synthesis (2018, background): “These quality indicators were created with the goal of helping researchers design high-quality studies, while assisting reviewers, editors, and consumers in evaluating such research (Odom et al., 2005).”
Educational psychology and the effectiveness of inclusive education/mainstreaming. (2007, background): “A number of researchers have also argued the benefits of other methodologies (National Research Council, 2002; Odom et al., 2005): rigorous correlation studies (Thompson, Diamond, McWilliam, Snyder, & Snyder, 2005), wellconstructed single-subject designs (Horner et al.”
A Review of the Effects of Peer Tutoring on Students with Mild Disabilities in Secondary Settings (2007, background): “The No Child Left Behind Act (NCLB) and the reauthorization of the Individuals With Disabilities Education Improvement Act 2004 (IDEA 2004) require teachers to use researchbased practices and instructional arrangements in their classrooms (Odom et al., 2005).”
A Meta-Analysis of Video Modeling and Video Self-Modeling Interventions for Children and Adolescents with Autism Spectrum Disorders (2007, background): “…researchers, professional committees, and expert groups have sought to identify evidence-based practices for individuals with ASD (National Research Council, 2001; Simpson) and to develop criteria for identifying a practice as “evidence-based” (Horner et al., 2005; Odom et al., 2005; Simpson).”
Review of Evidence-based Mathematics Interventions for Students with Autism Spectrum Disorders (2015, neutral): “, learning disability) should be systematically tested for possible usefulness for students with ASD, in accord with the quality indicators for research methodology and evidence-based practices established by the Council for Exceptional Children’s Division for Research (Odom et al., 2005).”