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Gersten et al.

Gersten, R., Fuchs, L. S., Compton, D., Coyne, M., Greenwood, C., & Innocenti, M. S. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71(2), 149-164.

Abstract by authors:
This article presents quality indicators for experimental and quasi-experimental studies for special education. These indicators are intended not only to evaluate the merits of a completed research report or article but also to serve as an organizer of critical issues for consideration in research. We believe these indicators can be used widely, from assisting in the development of research plans to evaluating proposals. In this article, the framework and rationale is explained by providing brief descriptions of each indicator. Finally, we suggest a standard for determining whether a practice may be considered evidence-based. It is our intent that this standard for evidenced-based practice and the indicators be reviewed, revised as needed, and adopted by the field of special education.
Reference NRC report that indicates that experimental designs including randomization are not pursued as often as would be appropriate.
Distinguish this article to propose the benefit of multiple approaches in demonstrating quality instructional practices in special education
Presents a framework for ensuring quality, with the following essential factors:
the description of participants
intervention implementation factors and the description of comparison conditions outcome measures
data analysis techniques
They also list desirable factors, which are itemized in full sentences and difficult to summarize -- see Table 2, page 152