The purpose of this review is to examine the current literature on incremental rehearsal (IR) to investigate whether IR is be considered an evidence-based practice, based on the quality indicators set forth by the Council for Exceptional Children (Cook et al., 2014). Burns et al. (2012) completed a meta-analysis to investigate the effectiveness and efficiency of IR and to compare the effect sizes calculated from single-case and group designs. Results of that analysis showed that IR was effective with various student groups, including students in grades ranging from preschool to high school, and students with disabilities. The original review investigated the effectiveness of IR but did not investigate the rigor of individual studies and whether IR should be considered an evidence-based practice. Given that IR is supported by a considerable body of research and has been demonstrated to be effective within that research overall, this review evaluated the existing research to determine if IR can be considered an evidence-based practice. The results indicated that IR is a practice with mixed evidence. The studies included in this review showed high methodological quality in the areas of context and setting, participants, internal validity, outcome measures, and data analysis. The studies in this review showed methodological weakness related to implementation fidelity and intervention agents.
Date of Degree
Doctor of Psychology (PsyD)
Humanities and Social Sciences
Fischer, E. K. (2023). Determining the quality of the evidence base for incremental rehearsal [Doctoral dissertation, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/1309/