The assertion that strategies that are more or less likely to work is essential information in quality studies published in peer-reviewed journals is correct because this knowledge directly contributes to evidence-based practice. In the context of applied behavior analysis, understanding which strategies are effective is critical for practitioners to implement policies and interventions that yield successful outcomes in educational settings. These findings help educators make informed decisions about instructional strategies, allowing them to tailor their approaches to meet the needs of their students.
Resources that are considered quality studies typically emphasize transparency in methods and results, enabling practitioners and researchers alike to assess the efficacy of different strategies based on empirical evidence. This evidence supports the development of best practices within the field, fostering a cycle of continuous improvement and research-driven interventions.
Other choices may provide additional contextual information, such as the duration of studies or funding sources, but they do not directly address the core effectiveness of the strategies themselves. Personal opinions of researchers are subjective and not grounded in empirical evidence, making them less valuable compared to the objective data on strategy effectiveness.