Evidence-based interventions in school psychology: Opportunities, challenges, and cautions

Sandra L. Christenson, Cindy Carlson, Carmen R. Valdez

Research output: Contribution to journalReview articlepeer-review

19 Scopus citations

Abstract

In this article, we describe opportunities, challenges, and cautions in our response to Kratochwill and Stoiber's vision and other critical issues for the evidence-based intervention (EBI) movement in school psychology. Our position can be summarized as follows: (a) the EBI Task Force in School Psychology presents the field with an unparalleled opportunity to influence school psychology training and practice; (b) we anticipate that the challenges presented by the actual coding of existing studies will spur improvements in the research methodology training of school psychology students and improvements in the design of future school-based research; and (c) we caution the field to consider carefully the unique context presented by the schools when evaluating intervention effectiveness.

Original languageEnglish (US)
Pages (from-to)466-474
Number of pages9
JournalSchool Psychology Quarterly
Volume17
Issue number4
DOIs
StatePublished - Dec 1 2002

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