Title

Trends in Methodological Rigor in Intervention Research Published in School Psychology Journals

Authors

Matthew K. Burns, University of Minnesota - Twin CitiesFollow
David A. Klingbeil, University of Minnesota - Twin Cities
James E. Ysseldyke, University of Minnesota - Twin Cities
Shawna Petersen-Brown, Minnesota State University - Mankato

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)

http://dx.doi.org/10.1002/pits.21637

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