Conducting and supporting scientifically valid research activities and implementing evidence-based practices have driven recent hopes and efforts to achieve better outcomes for all students. In the context of ongoing internal review and continuous improvement, we were interested in how this evolution was reflected in empirical studies published in The Journal of Special Education (JSE). We coded key variables related to evidence-based research in articles published between 2004 and 2017. We found that most studies included elementary- or secondary-aged students with disabilities in general or special education classroom settings with teachers or researchers assessing the benefits of academic skill training interventions using single-case designs. We discuss implications for ongoing internal reviews and assessments as well as for comparisons, benchmarking, and evaluations within the field.

中文翻译：

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《特殊教育》杂志上循证文献的内容分析

进行和支持科学有效的研究活动以及实施循证实践已经推动了近期的希望和努力，以为所有学生取得更好的成果。在持续的内部审查和持续改进的背景下，我们对这种演变如何反映在《特殊教育杂志》（JSE）上的实证研究中感兴趣。我们在2004年至2017年间发表的文章中对与基于证据的研究相关的关键变量进行了编码。我们发现，大多数研究都包括普通或特殊教育教室环境中的初等或中等残疾学生，并由老师或研究人员评估学术技能的收益使用单例设计的培训干预措施。我们讨论了正在进行的内部审查和评估以及比较的意义，