001553107 001__ 1553107
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001553107 02470 $$ahttps://doi.org/10.31234/osf.io/8gbjp$$2DOI
001553107 037__ $$aIR
001553107 041__ $$aeng
001553107 245__ $$aOpen Science Practices in Early Childhood Special Education: A Systematic Review and  Conceptual Replication
001553107 269__ $$a2023-09-05
001553107 500__ $$aThis article is a preprint.
001553107 520__ $$aOpen science practices have expanded to many fields in the natural and social sciences, though it 
is unclear the extent to which they have permeated early childhood special education research, 
particularly when looking across the range of methodologies (e.g., quantitative, qualitative, 
mixed methods). Before making suggestions on what researchers in this field should be doing, 
one must first understand what practices are currently being used and what potential barriers or 
supports there might be to use. To this end, we will systematically review empirical research 
(qualitative, mixed methods, and quantitative) in the early childhood special education literature. 
We will code each study for the inclusion of open science practices (e.g., preregistration; shared 
material, data, code; open access). We will then calculate descriptive statistics to explore the 
implementation rates of open science practices, including the most used practices and differences 
across study characteristics (e.g., journal, year) and methodologies (quantitative, qualitative, and 
mixed methods). We will also compare implementation rates of open science practices to a 
previous study on K-12 special education to begin to understand potential differences across 
specialization areas in education. This systematic review is a first step in identifying potential 
determinants for broader implementation of open science practices across a range of research and 
specialty areas.
001553107 6531_ $$aopen science
001553107 6531_ $$aearly childhood special education
001553107 6531_ $$aPart C services
001553107 6531_ $$ainfants and toddlers
001553107 6531_ $$aeducation
001553107 6531_ $$aimplementation science
001553107 7001_ $$aStegenga, Sondra M.$$uUniversity of Utah
001553107 7001_ $$aSteltenpohl, Crystal N.$$uDartmouth Center for Program Design and Evaluation
001553107 7001_ $$aRenbarger, Rachel$$uFHI 360
001553107 7001_ $$aEllis Lee, Lindsay$$uTennessee State University
001553107 7001_ $$aStandiford Reye, Laurel$$uUniversity of Southern Indiana
001553107 7001_ $$aMeyer, Melanie S. $$uJohn Hopkins University
001553107 7001_ $$aLustick, Hilary$$uUniversity of Massachusetts Lowell
001553107 773__ $$tPsyArXiv
001553107 789__ $$whttps://doi.org/10.31234/osf.io/8gbjp $$2DOI
001553107 8564_ $$9463a45d4-cc99-4cb9-a374-3caf0642e059$$s317253$$uhttps://library.usi.edu/record/1553107/files/SystematicReviewOSPracticesinECSE_CollabraRR_Stage1AcceptMarch2023_Preprint.pdf
001553107 909CO $$ooai:library.usi.edu:1553107$$pGLOBAL_SET
001553107 980__ $$aMANUSCRIPT