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Between Case Effect Size to Combine Group and Single Case Designs: A Meta-Analysis of Reading Interventions for Students with Emotional and Behavioral Disorders
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Chitiyo, Argnue – ProQuest LLC, 2018
The research-to-practice gap in special education refers to educators' limited use of practices that are supported by empirical evidence. Procedures specifying criteria for the determination of evidence-based practices (EBPs) in special education have the potential to address challenges associated with identifying EBPs. Although meta-analyses and…
Descriptors: Reading Instruction, Reading Difficulties, Emotional Disturbances, Behavior Disorders