Null Effects in the Special Education Research Base

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.