NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ990240
Record Type: Journal
Publication Date: 2012-Nov
Pages: 9
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-0033-3085
Trends in Methodological Rigor in Intervention Research Published in School Psychology Journals
Burns, Matthew K.; Klingbeil, David A.; Ysseldyke, James E.; Petersen-Brown, Shawna
Psychology in the Schools, v49 n9 p843-851 Nov 2012
Methodological rigor in intervention research is important for documenting evidence-based practices and has been a recent focus in legislation, including the No Child Left Behind Act. The current study examined the methodological rigor of intervention research in four school psychology journals since the 1960s. Intervention research has increased in prevalence, but it does not seem to have become more rigorous since the establishment of the What Works Clearinghouse. Small methodological factors often determined whether a study met or did not meet standards in the current investigation. Implications include the necessity of reviewing research quality guidelines prior to conducting intervention research and ensuring they are met whenever possible. (Contains 5 tables.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001