Evidence-based practices (EBP) in psychology and education are necessary for the development of best practices and required by law. However, EBP is a term that is often freely applied in these settings without considering the implications of the meaning of "evidence-based." Evidence-based practices are defined as the process of carefully, conscientiously, and judiciously evaluating the best available research evidence in the application to clinical practice and service delivery. Similarly, the Every Student Succeeds Act (ESSA, 2015) presents four levels of EBP to guide practitioners in selecting the most appropriate interventions, tools, and techniques. Although the ESSA provides a framework for decision-making, the quality of the research is the foundation of whether an intervention, program, or technique meets minimum standards of quality to be implemented (Rycroft-Malone et al., 2004). Although research is never without limitations, clinicians, practitioners, and professionals must maintain a critical perspective when evaluating research findings to assert quality and relevance (Ioannidis, 2016b). However, the use of questionable research practices skews interpretations, reporting, or the scientific process and, therefore, hinders the progress of education and psychology (John, Loewenstein, & Prelec, 2012). To strengthen clinical practices, improve the implementation of EBPs, and to create an evidence-based profession, researchers and clinicians must have a strong understanding of all questionable research practices (QRPs) that affect the quality of research.