The NTACT:C Criteria for Levels of Evidence provides context for categorizing the evidence base for secondary transition, vocational rehabilitation, career technical education, and school completion for secondary students and youth with disabilities. The Quality Indicators allow us to examine the qualify of peer-reviewed research to inform practice.
The quality indicators and criteria used for categorizing the evidence base is intended for use by
- NTACT staff in identification of these practices, and
- by groups or individuals conducting special education research at the secondary level (i.e., middle, high) for students with disabilities.
For the purpose of the NTACT:C living systematic review of the literature, our levels of evidence and quality indicator criteria for group experimental and single-case designs have been adapted from the Council for Exceptional Children’s Standards for Evidence-Based Practices in Special Education. The group experimental and single-case levels of evidence and quality indicator criteria only apply to studies examining the effect of operationally defined practices or programs on student outcomes.
Because correlational and qualitative research can support and/or add to evidence related to evidence-based, research-based, and promising practices, NTACT:C has developed its own criteria, based on the 2005 special issue in Exceptional Children (i.e., Thompson et al., 2005; Brantlinger et al., 2005) for including these types of research designs as part of the evidence base. The correlational literature provides evidence to support new and existing in-school predictors of positive post-school success for secondary students and youth with disabilities.
To be included in the NTACT:C living review, studies must be published in peer-reviewed journals and meet quality standards based on the quality indicators for the specified research design. The quality indicators and levels of evidence criteria used for categorizing the evidence base are intended for use by:
- NTACT:C staff to identify evidence-based, research-based, and promising practices; and
- by groups or individuals conducting special education and vocational rehabilitation research at the secondary level (i.e., middle, high) for students with disabilities.