Trends in Methodological Rigor in Intervention Research Published in School Psychology Journals
Document Type
Article
Publication Date
11-2012
Abstract
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.
Department
Psychology
Publication Title
Psychology in the Schools
Recommended Citation
Burns, M. K., Klingbeil, D. A., Ysseldyke, J. E., & Petersen-Brown, S. (2012). Trends in Methodological Rigor in Intervention Research Published in School Psychology Journals. Psychology in the Schools, 49(9), 843-851. doi: 10.1002/pits.21637
DOI
10.1002/pits.21637
Link to Publisher Version (DOI)
Publisher's Copyright and Source
Copyright © 2012 John Wiley & Sons. Article published by John Wiley & Sons in Psychology in the Schools, volume 49, issue number 9, November 2012, pages 843-851. Available online:
http://dx.doi.org/10.1002/pits.21637
