Evidence-Based Parent and Family Interventions in School Psychology: Conceptual and Methodological Considerations in Advancing Best Practices

Autor/inn/en	Kratochwill, Thomas R.; Hoagwood, Kimberly Eaton
Titel	Evidence-Based Parent and Family Interventions in School Psychology: Conceptual and Methodological Considerations in Advancing Best Practices
Quelle	In: School Psychology Quarterly, 20 (2005) 4, S.504-511 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1521/scpq.2005.20.4.504
Schlagwörter	School Psychology; Family (Sociological Unit); Intervention; Parent Education; Program Implementation; Program Effectiveness; Models; Public Policy; Scientific Research + Suchen Sie Ihr Suchwort? Schulpsychologie; Familie; Parents education; Elternbildung; Elternschule; Analogiemodell; Öffentliche Ordnung
Abstract	Major national, state, and local systems reform efforts are under way to close the gap between science and service through implementation of a range of evidence-based practices (EBPs). A set of rhetorical distinctions and ensuing debates about the relevance of science versus service and efficacy versus effectiveness threatens to widen rather than close the gap. However, methodological and conceptual approaches, drawing upon strong theory-driven models, offer considerable promise for an integrated science on implementation effectiveness. This paper outlines some of the major scientific and policy challenges in strengthening the link between science and service in school psychology within the context of the papers in this series. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10