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 replication, constituting 0.54% of all publications. Similar to previous findings, most replication studies were conceptual, successfully replicated previous results, and were conducted by one or more authors of the study being replicated. Replications with author overlap were significantly more likely to successfully reproduce the findings of the original study. Journal impact factor was significantly and positively related to journal-level replication rate. Publication rates of replications in special education journals remain similar to previous decades, suggesting that additional efforts are needed to increase the publication of replication research.

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一如既往：特殊教育期刊中复制研究的最新评论

尽管重复研究很重要，但之前的评论显示，它们仅占特殊教育期刊出版物的不到 1%。这篇综述在概念上复制了莱蒙斯及其同事之前的综述，以提供特殊教育期刊中复制研究的最新比率。我们确定了 2015 年至 2022 年间在 44 种特殊教育期刊上发表的 78 项研究，这些研究使用了术语“复制”*并符合我们对复制的定义，占所有出版物的 0.54%。与之前的发现类似，大多数重复研究都是概念性的，成功地重复了之前的结果，并且是由被重复研究的一位或多位作者进行的。作者重叠的重复更有可能成功地重现原始研究的结果。期刊影响因子与期刊级别的复制率显着正相关。特殊教育期刊中重复研究的发表率与前几十年相似，这表明需要付出更多努力来增加重复研究的发表。