Advancing Intervention Research in School Psychology: Finding the Balance between Process and Outcome for Social and Behavioral Interventions

Autor/inn/en	Cappella, Elise; Reinke, Wendy M.; Hoagwood, Kimberly E.
Titel	Advancing Intervention Research in School Psychology: Finding the Balance between Process and Outcome for Social and Behavioral Interventions
Quelle	In: School Psychology Review, 40 (2011) 4, S.455-464 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Intervention; Models; School Psychologists; Theory Practice Relationship; School Psychology; Science Education; Program Development; Social Behavior; Student Behavior; Academic Achievement + Suchen Sie Ihr Suchwort? Analogiemodell; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Theorie-Praxis-Beziehung; Schulpsychologie; Naturwissenschaftliche Bildung; Programmplanung; Social behaviour; Soziales Verhalten; Student behaviour; Schülerverhalten; Schulleistung
Abstract	School psychology research focused on child outcomes is critical for understanding which social and behavioral interventions affect children in schools. Yet effective interventions fulfill their promise when they fit their implementation contexts, are implemented well with existing resources, and can be sustained or scaled up to new populations. Process research to inform the work that occurs before outcome evaluation and during scale-up efforts remains underspecified. Toward this aim, we provide a conceptual model and guiding themes for conducting rigorous and responsive intervention development in school contexts. We introduce how the articles in this special series exemplify these themes and illuminate the methodological and conceptual approaches to this work. Documenting the research steps of intervention development, implementation, and dissemination may help to advance theoretical models of intervention science as well as guide school psychologists to build and install programs that allow more children to succeed in school. (Contains 2 figures.) (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10