Quality Indicators for Group Experimental and Quasi-Experimental Research in Special Education

By R. Gersten, Lynn S. Fuchs, Donald L. Compton, Michael D. Coyne, C. Greenwood, M. Innocenti. 2005

1,033 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/93caecbbe2888b2fdd70e4c3cca76ae02baa3e2a

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In Developmental and Educational Psychology

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Citations in the corpus

Substantiated Best Practices in Transition: Fifteen Plus Years Later (2010, background): “The call for scientifically based research is loudly made by education legislation (IDEA, 2004; No Child Left Behind Act, 2001) and special education researchers (e.g., Brantlinger et al., 2005; Gersten et al., 2005).”
A Review of Research on Universal Design Educational Models (2014, methodology): “In keeping with quality indicators for experimental research, we recommend that researchers follow the recommendation supplied by Gersten et al. (2005) to “provide enough about information about participants so that readers can identify the population of participants to which results may be…”
Self-Regulation Strategies to Improve Mathematical Problem Solving for Students with Learning Disabilities (2008, methodology): “For the group-design studies, the benchmarks included ( Gersten et al., 2005 ): 1. Research based on previous studies or a compelling argument for its importance 2. Sufficient description of the participants, settings attrition, and intervention agents 3. Sufficient description of the intervention, ”
Evaluating Evidence-Based Practice in Teaching Science Content to Students with Severe Developmental Disabilities (2011, neutral): “…and guidelines to evaluate practices across different methodologies (e.g., qualitative, Brantlinger, Jimenez, Klingner, Pugach, & Richardson, 2005; group experimental and quasiexperimental, Gersten et al., 2005; single-subject, Horner et al., 2005), which are used in special education research.”
Dialogic Reading in Early Childhood Settings: A Summary of the Evidence Base (2017, methodology): “Of the 30 studies reviewed, only one met design standards according to WWC (Kratochwill et al., 2010, 2013) for SCRD and none met group design standards (Gersten et al., 2005).”
Self-Determination Interventions for Students with and at Risk for Emotional and Behavioral Disorders: Mapping the Knowledge Base (2011, background): “If treatment integrity data are not collected and reported, then accurate conclusions cannot be drawn regarding immediate, proximal, or distal interventions outcomes (Gersten et al., 2005; Horner et al., 2005).”
Educational Accommodations for Students With Behavioral Challenges (2013, methodology): “Granger et al. (1996) evaluated the impact of teacher proximity on the behavior of 49 boys (5 to 12 years old), 26 with ADHD (13 ADHD only and 13 ADHD-aggressive); a comparison group consisted of 23 boys without ADHD engaged in an activity requiring mutual social demands (i.”
A Meta–Analysis of Empirical Research on Teaching Students with Mathematics Learning Difficulties (2016, methodology): “We chose Gersten et al. (2005) quality indicators to determine the methodological quality of studies because they offered very speciﬁc guidelines in determining the quality of participant description, quality of intervention implementation, quality for outcome measurers, and quality for data…”
A Special Educator's Guide to Successfully Implementing Evidence-Based Practices (2012, methodology): “High-quality studies must meet criteria in at least three of the following areas: description of participants, intervention and comparison condition, outcome measures, data analysis, and at least four of eight “desirable” indicators, such as attrition rate (Gersten et al., 2005).”
Self-Monitoring Interventions for Students with Behavior Problems: A Systematic Review of Current Research (2015, methodology): “For example, studies were not evaluated according to research design standards for documenting evidence-based practices (Gersten et al., 2005; Horner et al., 2005; Kratochwill et al., 2010), nor were studies analyzed for effect sizes, PND, or other statistics.”
A Call for Examining Replication and Bias in Special Education Research (2014, methodology): “2014; Gersten et al., 2005; Horner et al., 2005). One approach to increase methodological rigor and reduce bias in special education research is to use checklists based on quality indicators to guide the design, conduct, analysis, and reporting of intervention studies (see Casadevall & Fang, 2012; S”
A Framework for Research in Transition: Identifying Important Areas and Intersections for Future Study (2020, background): “…single-subject, and correlational designs in special education (e.g., Brantlinger, Jimenez, Klingner, Pugach, & Richardson, 2005; Gersten et al., 2005; Horner et al., 2005; Thompson, Diamond, McWilliam, Snyder, & Snyder, 2005) have already had a substantial impact on the rigor…”
Interventions to Improve Fraction Skills for Students With Disabilities: A Meta-Analysis (2019, methodology): “…prior to 2005, which marked the publication of the special issue of Exceptional Children on scientific methods for special education research (e.g., Gersten et al. 2005; Horner et al., 2005), a defining point for the evaluation of QIs when determining a study’s contribution to the evidence base.”
Cognitive Strategy Instruction for Improving Expository Text Comprehension of Students with Learning Disabilities: The Quality of Evidence (2011, methodology): “According to Gersten et al. (2005), to consider an experimental or quasi-experimental research study to be of high quality, it must meet all but one of the components of essential QIs and four desirable QIs; to qualify as acceptable, it must meet all but one of the components of essential QIs and…”
Quality of Language and Literacy Instruction in Preschool Classrooms Serving At-Risk Pupils. (2008, background): “, 2006); inclusion of procedural fidelity measures are considered an “essential quality” for intervention research (Gersten et al., 2005), including research on preschool curricula implementation (e.”
Self-Determination Skills and Opportunities of Transition-Age Youth with Emotional Disturbance and Learning Disabilities (2006, methodology): “Future research should include verification of the extent to which these labels are appropriately applied at the high school level (Gersten et al., 2005).”
A Follow–Up of Mathematics Interventions for Secondary Students with Learning Disabilities (2007, methodology): “Reporting [ES] is necessary in order to inform the reader of the strength of the relationship between variables and the treatment, as well as to inform future research (Gersten, Fuchs, Compton, Coyne, Greenwood, & Innocenti, 2005; Huck, 2004).”
Examining the Efficacy of Self-Regulated Strategy Development for Students with Emotional or Behavioral Disorders: A Meta-Analysis (2014, methodology): “In addition, their quality analyses used the indicators for EBPs developed by Horner et al. (2005) for single-case design (SCD) research and Gersten et al. (2005) for group designs rather than the Council for Exceptional Children’s (CEC’s; 2014) newly drafted standards for EBPs in special education…”