William J Therrien
Biographic Data
| ID | 4636389 |
|---|---|
| NAME | William J Therrien |
| GIVEN NAMES | William J |
| FAMILY NAME | Therrien |
| SIGNATURE | THERRIEN W J |
| AFFILIATIONS | University of Virginia, Charlottesville, USA |
| ORCID | 0000-0003-0594-5129 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 17 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Science Instruction for Students With Learning Disabilities
Elementary students with learning disabilities (LDs) often have limited opportunities to learn science, and little is known about how special educators engage in science instruction. This study drew on a nationally representative survey of elementary special education teachers to describe their roles, preparedness, time allocation, and perceived barriers. Most teachers reported minimal discipline-specific preparation and felt less prepared to tea…
The Impact of Instructional Guidance on Science Learning in Second-Grade Classrooms
The appropriate level of instructional guidance for students to acquire a deep understanding of the disciplinary core ideas, crosscutting concepts, and science and engineering practices outlined in the Next Generation Science Standards remains ambiguous. To shed light on this important topic, we tested two distinct science programs in a cluster randomized controlled trial involving 11 second-grade classrooms and 185 students. Holding constant con…
Null Effects in the Special Education Research Base
Full and clear reporting of null effects is important for a robust and valid research base. The purpose of this Registered Report is to review the presence and reporting of null findings in the special education research base. Preregistered hypotheses predicted (a) few studies with all or primary null findings and (b) spin in reporting and discussing null findings. We searched all 2020 publications—41 special education journals—and identified 121…
A Meta-Analysis of Peer-Mediated Social Interventions for Secondary Students With Intellectual and Developmental Disabilities
Peer relationships and social interactions in the classroom can facilitate learning, and peer-mediated interventions (PMIs) are frequently used to support the development and quality of social interactions between students with intellectual and developmental disabilities (I/DDs) and their peers. This meta-analysis examined extant literature on PMI for secondary students with I/DD. We identified 37 studies and dissertations for inclusion in this r…
Introduction to the Special Series
This introduction to the special series, Examining the Special Education Research Base, situates the work within broader concerns about questionable research practices and the reproducibility crisis in science. We review lessons from other fields, summarize existing meta-research in special education, and provide an overview of three reviews examining publication bias, selective outcome reporting, and the scarcity of null findings. Shared themes …
Inquiry‐Based Science Instruction for Students With Disabilities
Developing scientific literacy is necessary for students with disabilities (SWD) as it supports the ability to create solutions to real‐world problems and understand current events, and it strengthens critical thinking, problem‐solving, and complex communication skills. The purpose of this systematic review and meta‐analysis was to evaluate extant literature on inquiry‐based science interventions for SWD in service of developing scientific practi…
The Role of Instructional Design in the Delivery of Early Science Instruction
A critical tenet of education research is establishing what works. Another is exploring theorized mechanisms of change to help ascertain why academic programs work, for whom, and under which conditions. In other words, unpacking the black boxes of academic programs. This study explored the quality of teachers’ facilitation of (a) scientific investigations and (b) science discourse during and after the implementation of a systematic, explicit seco…
Same as It Ever Was
Despite the importance of replication studies, previous reviews showed that they comprised less than 1% of publications in special education journals. This review conceptually replicates Lemons and colleagues’ previous review to provide updated rates of replication studies in special education journals. We identified 78 studies published in 44 special education journals between 2015 and 2022 that used the term replicat* and met our definition of …
Do Mathematics and Reading Skills Impact Student Science Outcomes
Establishing validated science programs for students with or at risk for learning disabilities requires testing treatment effects and exploring differential response patterns. This study explored whether students’ initial mathematics and reading skills influenced their treatment response to a whole-class, second-grade science program called Scientific Explorers (Sci2). The original Sci2 study employed a cluster randomized controlled design and in…
National Survey of 4th and 5th Grade Science Education Teachers
Elementary science education, particularly in the 4th and 5th grades, is essential for setting the foundation for lifelong science learning, fostering critical thinking, and preparing students for success in science, technology, engineering, and mathematics (STEM) fields. This stage is especially critical for students with disabilities, as achievement gaps between them and their peers emerge during elementary school. Despite this importance, litt…
Keeping Teachers Engaged during Non-Instructional Times
As the prevalence of autism continues to rise, early childhood programs continue to evolve to meet the needs of children across a spectrum of abilities. To do this, strategies and supports are needed for teachers to engage with children who experience difficulties across developmental domains. Snack Talk, a naturalistic visual communication intervention, focuses on increases in conversation engagement for children with autism and related disabili…
Examining fidelity reporting within studies of foundational reading interventions for elementary students with or at risk for dyslexia
A How-to Guide for Open-Science Practices in Special Education Research
Open-science reforms, which aim to increase credibility and access of research, have the potential to benefit the research base in special education, as well as practice and policy informed by that research base. Awareness of open science is increasing among special education researchers. However, relatively few researchers in the field have experience using multiple open-science practices, and few practical guidelines or resources have been tail…
Open Science and Single-Case Design Research
Research indicating many study results do not replicate has raised questions about the credibility of science and prompted concerns about a potential reproducibility crisis. Moreover, most published research is not freely accessible, which limits the potential impact of science. Open science, which aims to make the research process more open and reproducible, has been proposed as one approach to increase the credibility and impact of scientific r…
Using the Science Writing Heuristic to Improve Critical Thinking Skills for Fifth Grade Black Girls
Critical thinking skills are invaluable for the process of asking reasonable questions and making rational decisions. Science classrooms are an excellent place to develop critical thinking skills for all students. Unfortunately, Black girls are often left out from opportunities to be in good science classrooms and/or exposed to effective science instruction. This marginalization diminishes their access to critical thinking skill development. Beca…
Efficacy of a Second-Grade Science Program
This study, which was reviewed through the Registered Report process, examined the initial efficacy of the Scientific Explorers program (Sci2) on second-grade students’ science achievement. Sci2 is grounded in the growing body of empirical research on science instruction, embedding principles of explicit instruction within a guided inquiry-based design framework. Eighteen second-grade classrooms were randomly assigned to treatment or control cond…
Fluency and Comprehension Gains as a Result of Repeated Reading
Repeated reading is an evidenced-based strategy designed to increase reading fluency and comprehension. The author conducted a meta-analysis to ascertain essential instructional components of repeated reading and the effect of repeated reading on reading fluency and comprehension. This analysis indicates that repeated reading can be used effectively with nondisabled students and students with learning disabilities to increase reading fluency and …
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Fluency and Comprehension Gains as a Result of Repeated Reading
Repeated reading is an evidenced-based strategy designed to increase reading fluency and comprehension. The author conducted a meta-analysis to ascertain essential instructional components of repeated reading and the effect of repeated reading on reading fluency and comprehension. This analysis indicates that repeated reading can be used effectively with nondisabled students and students with learning disabilities to increase reading fluency and …
Using the Science Writing Heuristic to Improve Critical Thinking Skills for Fifth Grade Black Girls
Critical thinking skills are invaluable for the process of asking reasonable questions and making rational decisions. Science classrooms are an excellent place to develop critical thinking skills for all students. Unfortunately, Black girls are often left out from opportunities to be in good science classrooms and/or exposed to effective science instruction. This marginalization diminishes their access to critical thinking skill development. Beca…
Efficacy of a Second-Grade Science Program
This study, which was reviewed through the Registered Report process, examined the initial efficacy of the Scientific Explorers program (Sci2) on second-grade students’ science achievement. Sci2 is grounded in the growing body of empirical research on science instruction, embedding principles of explicit instruction within a guided inquiry-based design framework. Eighteen second-grade classrooms were randomly assigned to treatment or control cond…
A How-to Guide for Open-Science Practices in Special Education Research
Open-science reforms, which aim to increase credibility and access of research, have the potential to benefit the research base in special education, as well as practice and policy informed by that research base. Awareness of open science is increasing among special education researchers. However, relatively few researchers in the field have experience using multiple open-science practices, and few practical guidelines or resources have been tail…
Open Science and Single-Case Design Research
Research indicating many study results do not replicate has raised questions about the credibility of science and prompted concerns about a potential reproducibility crisis. Moreover, most published research is not freely accessible, which limits the potential impact of science. Open science, which aims to make the research process more open and reproducible, has been proposed as one approach to increase the credibility and impact of scientific r…
Keeping Teachers Engaged during Non-Instructional Times
As the prevalence of autism continues to rise, early childhood programs continue to evolve to meet the needs of children across a spectrum of abilities. To do this, strategies and supports are needed for teachers to engage with children who experience difficulties across developmental domains. Snack Talk, a naturalistic visual communication intervention, focuses on increases in conversation engagement for children with autism and related disabili…
Examining fidelity reporting within studies of foundational reading interventions for elementary students with or at risk for dyslexia
The Role of Instructional Design in the Delivery of Early Science Instruction
A critical tenet of education research is establishing what works. Another is exploring theorized mechanisms of change to help ascertain why academic programs work, for whom, and under which conditions. In other words, unpacking the black boxes of academic programs. This study explored the quality of teachers’ facilitation of (a) scientific investigations and (b) science discourse during and after the implementation of a systematic, explicit seco…
Same as It Ever Was
Despite the importance of replication studies, previous reviews showed that they comprised less than 1% of publications in special education journals. This review conceptually replicates Lemons and colleagues’ previous review to provide updated rates of replication studies in special education journals. We identified 78 studies published in 44 special education journals between 2015 and 2022 that used the term replicat* and met our definition of …
Do Mathematics and Reading Skills Impact Student Science Outcomes
Establishing validated science programs for students with or at risk for learning disabilities requires testing treatment effects and exploring differential response patterns. This study explored whether students’ initial mathematics and reading skills influenced their treatment response to a whole-class, second-grade science program called Scientific Explorers (Sci2). The original Sci2 study employed a cluster randomized controlled design and in…
National Survey of 4th and 5th Grade Science Education Teachers
Elementary science education, particularly in the 4th and 5th grades, is essential for setting the foundation for lifelong science learning, fostering critical thinking, and preparing students for success in science, technology, engineering, and mathematics (STEM) fields. This stage is especially critical for students with disabilities, as achievement gaps between them and their peers emerge during elementary school. Despite this importance, litt…
Science Instruction for Students With Learning Disabilities
Elementary students with learning disabilities (LDs) often have limited opportunities to learn science, and little is known about how special educators engage in science instruction. This study drew on a nationally representative survey of elementary special education teachers to describe their roles, preparedness, time allocation, and perceived barriers. Most teachers reported minimal discipline-specific preparation and felt less prepared to tea…
The Impact of Instructional Guidance on Science Learning in Second-Grade Classrooms
The appropriate level of instructional guidance for students to acquire a deep understanding of the disciplinary core ideas, crosscutting concepts, and science and engineering practices outlined in the Next Generation Science Standards remains ambiguous. To shed light on this important topic, we tested two distinct science programs in a cluster randomized controlled trial involving 11 second-grade classrooms and 185 students. Holding constant con…
Null Effects in the Special Education Research Base
Full and clear reporting of null effects is important for a robust and valid research base. The purpose of this Registered Report is to review the presence and reporting of null findings in the special education research base. Preregistered hypotheses predicted (a) few studies with all or primary null findings and (b) spin in reporting and discussing null findings. We searched all 2020 publications—41 special education journals—and identified 121…
A Meta-Analysis of Peer-Mediated Social Interventions for Secondary Students With Intellectual and Developmental Disabilities
Peer relationships and social interactions in the classroom can facilitate learning, and peer-mediated interventions (PMIs) are frequently used to support the development and quality of social interactions between students with intellectual and developmental disabilities (I/DDs) and their peers. This meta-analysis examined extant literature on PMI for secondary students with I/DD. We identified 37 studies and dissertations for inclusion in this r…
Introduction to the Special Series
This introduction to the special series, Examining the Special Education Research Base, situates the work within broader concerns about questionable research practices and the reproducibility crisis in science. We review lessons from other fields, summarize existing meta-research in special education, and provide an overview of three reviews examining publication bias, selective outcome reporting, and the scarcity of null findings. Shared themes …
Inquiry‐Based Science Instruction for Students With Disabilities
Developing scientific literacy is necessary for students with disabilities (SWD) as it supports the ability to create solutions to real‐world problems and understand current events, and it strengthens critical thinking, problem‐solving, and complex communication skills. The purpose of this systematic review and meta‐analysis was to evaluate extant literature on inquiry‐based science interventions for SWD in service of developing scientific practi…
Psychology (12 works) · Mathematics education (10 works) · Pedagogy (7 works) · Science education (7 works) · Disability Education and Employment (6 works) · Special education (6 works) · Computer Science (5 works) · Behavioral and Psychological Studies (4 works) · Reading and Literacy Development (4 works) · Cognitive and developmental aspects of mathematical skills (3 works)