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

TLDR

The article introduces quality indicators for experimental and quasi‑experimental studies in special education, aiming to evaluate research reports and organize critical issues for consideration. The authors propose a set of quality indicators and a standard for evidence‑based practice to guide research planning, proposal evaluation, and field adoption. They explain the framework and rationale by briefly describing each indicator and outlining the standard for determining evidence‑based practice.

Abstract

This article presents quality indicators for experimental and quasi-experimental studies for special education. These indicators are intended not only to evaluate the merits of a completed research report or article but also to serve as an organizer of critical issues for consideration in research. We believe these indicators can be used widely, from assisting in the development of research plans to evaluating proposals. In this article, the framework and rationale is explained by providing brief descriptions of each indicator. Finally, we suggest a standard for determining whether a practice may be considered evidence-based. It is our intent that this standard for evidenced-based practice and the indicators be reviewed, revised as needed, and adopted by the field of special education.