Evidence-Based Practice: Promoting Evidence-Based Interventions in School Psychology

Autor/inn/en	Kratochwill, Thomas R.; Shernoff, Elisa Steele
Titel	Evidence-Based Practice: Promoting Evidence-Based Interventions in School Psychology
Quelle	In: School Psychology Quarterly, 18 (2003) 4, S.389-408 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
Schlagwörter	Stellungnahme; School Psychology; Intervention; Theory Practice Relationship; Educational Research; Educational Practices; Elementary Secondary Education; Educational Policy; Educational Principles; Program Development; Educational Cooperation; School Psychologists + Suchen Sie Ihr Suchwort? Schulpsychologie; Theorie-Praxis-Beziehung; Bildungsforschung; Pädagogische Forschung; Bildungspraxis; Politics of education; Bildungspolitik; Bildungsprinzip; Programmplanung; Education; cooperation; Kooperation; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule
Abstract	We present an overview of issues related to evidence-based practice and the role that the school psychology profession can play in developing and disseminating evidence-based interventions (EBIs). Historical problems relating to and the recurring debate about the integration of research into practice are presented as a context for the current challenges faced by those engaged in the EBI movement in psychology and education. Potential solutions to the problems posed by the adoption of EBIs in practice are presented within the context of the directions to be taken by the Task Force on Evidence-Based Interventions in School Psychology (Task Force). Five assumptions are presented that can guide the Task Force in addressing the integration of EBIs in practice. These assumptions are followed by five recommendations that can be translated into action plans to be adopted by the Task Force for the promotion of EBIs in practice. The action plans are conceptualized as a shared responsibility of school psychology researchers, trainers, and practitioners. Future directions and implications for policy among groups with a common agenda for promoting EBIs are also presented. (Author).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10