Determining the Quality of the Evidence Base for Incremental Rehearsal

Autor/in	Fischer, Emily K.
Titel	Determining the Quality of the Evidence Base for Incremental Rehearsal
Quelle	(2023), (58 Seiten) PDF als Volltext Verfügbarkeit Psy.D. Dissertation, Minnesota State University, Mankato
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-9153-6
Schlagwörter	Hochschulschrift; Dissertation; Drills (Practice); Evidence Based Practice; Educational Quality; Educational Indicators; Validity; Outcome Measures; Data Analysis; Program Implementation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Quality of education; Bildungsqualität; Educational indicato; Bildungsindikator; Gültigkeit; Auswertung
Abstract	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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01