Special educators are tasked with understanding and implementing evidence-based practices. The purpose of this article is to highlight the salient features of replication in special education research and explain how practitioners can use this knowledge to become critical consumers of research. To do this we describe replication, emphasize the importance of understanding replication in special education research, provide a list of questions for consumers of research, explain the process of replication using an example, and offer resources for critical consumers to access.
BandaD. R.TherrienW. J. (2008). A teacher’s guide to meta-analysis. Teaching Exceptional Children, 41(2), 66–71.
2.
BottgeB. A. (1999). Effects of contextualized math instruction on problem solving of average and below-average achieving students. Journal of Special Education, 33, 81–92. doi:10.1177/001440290907500301
3.
BottgeB. A.HeinrichsM.ChanS. Y.SerlinR. C. (2001). Anchoring adolescents’ understanding of math concepts in rich problem-solving environments. Remedial and Special Education, 22, 299–314.
4.
BottgeB. A.GrantT. S.StephensA. C.RuedaE. (2010). Advancing the math skills of middle school students in technology education classrooms. NASSP Bulletin, 94, 81–106.
5.
BottgeB. A.HeinrichsM.ChanS. Y.MehtaZ. D.WatsonE. (2003). Effects of video-based and applied problems on the procedural math skills of average-and low-achieving adolescents. Journal of Special Education Technology, 18, 5–22.
6.
BottgeB. A.RuedaE.LaRoqueP. T.SerlinR. C.KwonJ. (2007). Integrating reform-oriented math instruction in special education settings. Learning Disabilities Research & Practice, 22, 96–109.
7.
BottgeB. A.RuedaE.SkivingtonM. (2006). Situating math instruction in rich problem-solving contexts: Effects on adolescents with challenging behaviors. Behavioral Disorders, 31, 394–407.
8.
BottgeB. A.WatsonE. A. (2002). Using video-based math problems to connect the skills and understandings of incarcerated adults with disabilities. Journal of Special Education Technology, 17, 25–38.
9.
BruhnA. L.HirschS. E.GorshJ.HannanC. (2014). Simple strategies for reflecting on and responding to common criticisms of PBIS. Journal of Special Education Leadership, 27, 13–25.
10.
CarnineD. (1997). Bridging the research-to-practice gap. Exceptional Children, 63, 513–521.
11.
ChoS. J.CohenA. S.BottgeB. (2013). Detecting intervention effects using a multilevel latent transition analysis with a mixture IRT model. Psychometrika, 78, 576–600.
12.
CookB. G.CookS. C. (2013). Unraveling evidence-based practices in special education. Journal of Special Education, 47, 71–82.
13.
CoyneM. D.CookB. G.TherrienW. J. (2016). Recommendations for replication research in special education: A framework for systematic, conceptual replications. Remedial and Special Education, 37, 244–253. doi:10.1177/0741932516648463
14.
JonesM. L. (2009). A study of novice special educators’ views of evidence-based practices. Teacher Education and Special Education, 32, 101–120.
15.
Keller-MargulisM. A. (2012). Fidelity of implementation framework: A critical need for response to intervention models. Psychology in the Schools, 49, 342–352.
16.
KretlowA. G.BlatzS. L. (2011). The ABCs of evidence-based practice for teachers. Teaching Exceptional Children, 43(5), 8–19.
17.
MakelM. C.PluckerJ. A.FreemanJ.LombardiA.SimonsenB.CoyneM. (2016). Replication of special education research necessary but far too rare. Remedial and Special Education, 37, 205–212, doi:10.1177/0741932516646083
18.
MulcahyC. A.KrezmienM. P. (2009). Effects of a contextualized instructional package on the mathematics performance of secondary students with EBD. Behavioral Disorders, 34, 136–150.
19.
SchmidtS. (2009). Shall we really do it again? The powerful concept of replication is neglected in the social sciences. Review of General Psychology, 13, 90–100.
20.
TherrienW. J.MathewsH. M.HirschS. E.SolisM. (2016). Progeny review: An alternative approach for examining the replication of intervention studies in special education. Remedial and Special Education, 37, 235–243. doi:10.1177/0741932516646081
21.
TraversJ. C. (2016). Evaluating claims to avoid pseudoscientific and unproven practices in special education. Intervention in School and Clinic, 52, 195–203. doi:10.1177/1053451216659466
22.
TraversJ. C.CookB. G.TherrienW. J.CoyneM. D. (2016). Replication and special education. Remedial and Special Education, 37, 195–204. doi:10.1177/0741932516648462
23.
ZydneyJ. M.StegemanC.BristolL.HasselbringT. S. (2010). Improving a multimedia learning environment to enhance students’ learning, transfer, attitudes, and engagement. International Journal of Learning Technology, 5, 147–165.
