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

Thomas R. Kratochwill, Elisa Steele Shernoff

Research output: Contribution to journalArticlepeer-review

65 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)389-408
Number of pages20
JournalSchool Psychology Quarterly
Volume18
Issue number4
DOIs
StatePublished - Dec 2003
Externally publishedYes

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Fingerprint Dive into the research topics of 'Evidence-Based Practice: Promoting Evidence-Based Interventions in School Psychology'. Together they form a unique fingerprint.

Cite this