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Volume 10, Issue 1, 2013 - Special Issue

National Editorial Board and Editorial Committee


The Role of Systematic Reviews in Exploring Possibilities for Evidence-based Practice

It is little wonder that with the increased emphasis on evidence-based practice and policy in education, exploring ‘what works and why’ has become a focus of many university-based courses for teachers, practitioners and specialist educators. As a method of reviewing the literature, systematic reviews make explicit and transparent the processes for gathering, evaluating and synthesising the findings of studies that are relevant to a particular topic or question. In relation to medicine, and we would argue education, it is almost impossible for individual clinicians to review the literature and keep up with the rate of change given the proliferation of published research. Hence systematic reviews, summarising best practice, are necessary for informed clinical decision making …



A Scientist-practitioner Model for Inclusive Education: Supporting Graduate Students to Conduct Systematic Reviews for Evidence-based Practice

Evidence-based practices and programmes are premised on the assumption that research plays a role in determining ‘what works’ for whom, and when. Subsequently, this also means practitioners and specialist teachers need to access the best available evidence to answer their questions of practice. This article explores the process of engaging postgraduate students in an Evidence-based Practice in Education course within an Education Faculty, undertaking systematic reviews around clinically relevant questions ...

Evidence-based Classroom Strategies for Reducing Anxiety in Primary Aged Children with High-functioning Autism

This paper systematically reviews research on evidence-based intervention strategies for reducing anxiety in primary age children with High-functioning Autism (HFA) and Asperger Syndrome (AS). Systematic searches of electronic databases, journals, and reference lists identified 20 studies meeting the inclusion criteria. Interventions were sorted under the following categories: Environment and context, Social life and interaction, and Cognition. Results show that a preventative, multi-faceted approach is recommended with interventions that both directly and indirectly reduce anxiety ...

Cognitive Behaviour Therapy for Reducing Anxiety in School-Aged Children Diagnosed with Autism Spectrum Disorders

I conducted a systematic review to identify studies that examined the effectiveness of cognitive behavioural therapy (CBT) in reducing clinical levels of anxiety in school-age children identified with autism spectrum disorders (ASD). Of the 16 studies reviewed, 14 indicated a reduction in parent, teacher, and clinician identified anxiety symptoms in children with ASD who participated in CBT programs. Teacher expertise is paramount in understanding the complexities of ASD, in making evidence-based decisions, and in interpreting the effectiveness of interventions from the child’s perspective ...

Alleviating Anxiety in Children and Adolescents with Autism Spectrum Disorders: Exploring the Effectiveness of Cognitive-Behaviour Therapy

Children and adolescents with autism spectrum disorders (ASD) are reported to experience high rates of anxiety disorders. Cognitive-behaviour therapy has been found to be an empirically validated treatment for typically developing youth with anxiety disorders. In this systematic review of literature, studies that have examined the effectiveness of cognitive-behaviour therapy treatments for youth with ASD who have co-occurring anxiety disorders were reviewed and the overall findings indicate that cognitive- behaviour therapy is effective at reducing anxiety in this group of young people …

The Use of Computers to Facilitate Effective Cognitive Behavioural Therapy for Children and Adolescents with Anxiety

Anxiety disorders are the most prevalent mental health issue for children and adolescents. The purpose of this review is to investigate an area of development in the treatment of anxiety for children and adolescents by answering the question: Can cognitive behavioural therapy (CBT) provide successful treatment outcomes for school-aged children and adolescents with anxiety if delivered using a technology-based platform (cCBT), as opposed to traditional face-to-face delivery? The review concludes that CBT delivery using a technology-based platform results in similar treatment outcomes to traditional face-to-face delivery, while at the same time increasing the accessibility of CBT for children and adolescents with anxiety ...

School-Based Intervention for Adolescent Anxiety

This systematic literature review investigates the efficacy of adolescent anxiety interventions in schools. Collectively the studies in this review present findings that suggest school-based intervention programmes can be effective in reducing anxiety levels in adolescents. The majority of studies present group cognitive behavioural therapy in particular as an effective option ...

Challenging Behaviour in Secondary School Students: Classroom Strategies for Increasing Positive Behaviour

To assist in developing an evidence base in the area of behaviour management in classrooms, a systematic review of strategies to increase the positive behaviour of secondary school students with challenging behaviour in the general education classroom was undertaken. It was found that the use of positive reinforcement approaches were effective for increasing positive behaviour ...

Meeting the Needs of Children with Foetal Alcohol Spectrum Disorder Through Research Based Interventions

This systematic review addresses the research question: What interventions are most effective in supporting the Special Educational Needs of primary aged children with Foetal Alcohol Spectrum Disorder (FASD). This review summarises and appraises the intervention outcomes of these studies and provides a cross-study analysis of results.  While the majority of outcomes were unsubstantiated, several themes have emerged …

What Does Research Say About the Effectiveness of Professional Learning and Development for Culturally Responsive Teaching at Primary School Level?

In recognition of the growing cultural diversity in today’s schools and the importance of culturally responsive teaching, a systematic review was conducted to attempt to answer the question: “What training is most effective for primary teachers to incorporate their students’ cultures into their learning opportunities?” Main themes and findings include a lack of studies that are designed to collect data on teachers’ implementation of professional development strategies and their impact on student achievement, sampling and researcher bias as common threats to validity, and common characteristics of training such as sustained support, self-awareness, reflection and constructing learning with others …







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