Identifying evidence-based interventions in school psychology: Building a bridge or jousting with windmills?

The outcomes of current efforts at identifying evidence-based interventions (EBIs) within school psychology remain uncertain. The political and professional contexts, diversity of settings in which school psychologists function, wide variety of intervention objectives, and multiple constituencies served by school psychologists present unique challenges to this endeavor. As the EBI process evolves, it is predicted that vigorous debate will continue over basic epistemological questions, methodological rigor, and professional use of EBI reviews. It is argued that such discussion is critical if the EBI project is to be relevant to both researchers and practitioners. Although a complex task, the effort to identify EBIs can facilitate a more data-based, problem-solving approach to school psychological services. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

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

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. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Discussion 1.

Discusses the three articles by Meyers (see record 1989-17318-001), Phillips (see record 1989-17118-001), and Genshaft and Wiesniewski (see record 1989-17107-001) that comprise the symposium on the challenges and opportunities inherent in the future of social psychology, which centers on the linkages between psychological theories and research and school practice; the implications for the current state of knowledge and practice for professional education and training, especially the evaluation of professional preparation components; and finally, the ultimate effect that these new directions will have on credentialing and licensing standards, statues, and regulations. This is an important session for school psychology because we now enter a phase in our professional history where there are more than 10,000 practitioners identified with the field, more than 40 APA-accredited school psychology programs, a recently adopted set of policy statements for the joint accreditation of doctoral-level school psychology programs by the American Psychological Association (APA) and the National Association of School Psychologists (NASP), and standards for professional practice promulgated by these two organizations that share common elements and emphases. Moreover, national attention to the state of education at the elementary and secondary levels as well as precollege preparation, in combination with longstanding concerns for exceptional individuals, the handicapped, and the gifted, place psychology and school psychology in an advantageous position to contribute significantly to the education of all children as well as to the promotion of mental health and social role functioning of children, youths, and adults. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Phase contrasts for multiphase single case intervention designs.

The movement toward evidence-based interventions (EBI) in school psychology places new expectations on scientist-practitioners for evaluating intervention effectiveness (Kratochwill & Stoiber, 2000, 2002). Many such interventions in the school context are conducted for individual students, requiring single case designs. In this paper we provide school psychologists with a technique for assessing intervention effectiveness within complex (multiphase) single case designs, including multiple baseline designs. Phase contrasts can provide the researcher with one or more effect sizes which together summarize the elements of a multiphase design. Phase contrasts can be flexibly specified to match expectations for client performance during particular phases. Additional topics addressed are multiple baseline designs, confidence intervals around effect sizes, and autocorrelation. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Training behavioral school psychologists: Development of a model.

Suggests that the lack of consensus within the field of school psychology concerning appropriate functions and roles for school psychologists presents a dilemma to trainers attempting to match curricula to a model of professional practice or service delivery. It is also suggested that a behavioral school psychology model can be integrated across various conceptual levels, provides a coherent philosophy of service delivery, and derives a set of practices from a strong research base. A training model based on behavioral school psychology is described, and examples from a training program are offered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Preparing psychologists to work with children: A comparison of curricula in child-clinical and school psychology programs.

This study examined the curriculum requirements of APA-accredited PhD programs preparing psychologists to work with children. A category system for analyzing program curricula is presented. Substantial overlap was found in curriculum requirements between child-clinical and school psychology programs, particularly in "core" psychology, research methods, and intervention courses. Program types were best distinguished by more course work in consultation and education in school programs and more course work in psychopathology in child-clinical programs. Child-clinical trainees, on average, also undertook significantly more supervised experience. The observed commonalities between the program types suggest that a combined approach to training may be feasible. However, variations in requirements within program types make it difficult for the profession to articulate clearly the core competencies possessed by graduates. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Preparing psychologists for evidence-based school practice: Lessons learned and challenges ahead.

The evidence-based practice (EBP) movement has the potential to significantly advance the quality of psychological and educational services provided by psychologists working in schools. Training psychologists in EBP has challenged the profession and caused faculty in graduate programs to reevaluate and retool professional training curricula and instructional practices. Four domains of challenges in graduate training are identified: (a) integrating the EBP knowledge base into the curriculum, (b) expanding models of research training, (c) expanding training in prevention science, and (d) expanding training in problem-solving consultation and school contextual issues. For each of these, the author discusses the range and scope of the challenge and possible solutions for advancing graduate training in psychology relevant to school practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Women and school psychology: Professional training, practice, and affiliation.

Considers research concerning women in psychology in general and school psychology in particular, with respect to professional training, professional practice (including its components of employment, research, publications, and editorial activities), and professional affiliation in national organizations. Parallel trends for psychology and school psychology indicate that women are less educated, less visible, and are in the lower academic level of the profession. These trends raise the issue as to whether women have equal access to education and careers in psychology in general and school psychology in particular. Factors involved in these trends are considered. It is concluded that consideration should be given to the multiple forces that reinforce and maintain sex discrimination in academe. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Doctoral training in statistics, measurement, and methodology in psychology: Replication and extension of Aiken, West, Sechrest, and Reno's (1990) survey of PhD programs in North America.

In a survey of all PhD programs in psychology in the United States and Canada, the authors documented the quantitative methodology curriculum (statistics, measurement, and research design) to examine the extent to which innovations in quantitative methodology have diffused into the training of PhDs in psychology. In all, 201 psychology PhD programs (86%) participated. This survey replicated and extended a previous survey (L. S. Aiken, S. G. West, L. B. Sechrest, & R. R. Reno, 1990), permitting examination of curriculum development. Most training supported laboratory and not field research. The median of 1.6 years of training in statistics and measurement was mainly devoted to the modally 1-year introductory statistics course, leaving little room for advanced study. Curricular enhancements were noted in statistics and to a minor degree in measurement. Additional coverage of both fundamental and innovative quantitative methodology is needed. The research design curriculum has largely stagnated, a cause for great concern. Elite programs showed no overall advantage in quantitative training. Forces that support curricular innovation are characterized. Human capital challenges to quantitative training, including recruiting and supporting young quantitative faculty, are discussed. Steps must be taken to bring innovations in quantitative methodology into the curriculum of PhD programs in psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Professional psychology internships in school psychology: Fact or fiction?

We investigated the types of training options for school psychology students in internship settings accredited by the American Psychological Association (APA). Survey results were obtained from APA-accredited programs in school psychology and APA-accredited predoctoral internships that accept school psychology applicants. The results suggested a discrepancy between the number of accredited programs and the number of accredited predoctoral internships available to the prospective school psychology intern. These findings are reviewed in light of recommended internship components obtained from survey information and guidelines approved by the Council of Directors of School Psychology Programs (1983) and the American Psychological Association (1986). Recommendations for development of school psychology rotations within APA-accredited predoctoral internships for doctoral training in psychology are presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Revisiting efforts on constructing a knowledge base of evidence-based intervention within school psychology.

Responds to comments (see records 2003-01789-008, 2003-01789-009, 2003-01789-010, 2003-01789-011, 2003-01789-012, and 2003-01789-013) on the mini-series on evidence-based interventions (EBIs) in school psychology (see records 2003-01789-005, 2003-01789-006, and 2003-01789-007). The author focuses on clarifications regarding decisions made by the Task Force and Manual Subcommittee on what constitutes EBIs, realizations about critical issues surrounding these decisions, and specifications for the future. In clarifying the purpose of the Procedural and Coding Manual, 4 design ideals or standards that underlie the conceptualization of the EBI coding structure are reviewed. The design ideals provide underlying assumptions for evaluating intervention studies within the discipline, and include: (1) build researcher-practitioner alliance, (2) respond to the unique issues of school psychology, (3) promote and enhance scientific study, and (4) reflect the broad, diverse nature of the field. Next, central issues raised across the commentary articles are discussed with respect to two sets of juxtaposed considerations: Provide Comprehensive Information vs Maintain Practicality, and Invoke Rigorous Research Design Features vs Reflect School Context Features. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Training school psychologists: Some perspectives on a competency-based behavioral consultation model.

A behavioral consultation training model is presented that articulates training competency and service goals in school psychology. The model promotes evaluation of the competencies of school psychologists and their impact on the settings in which consultation services are provided. It also focuses on learning and adjustment problems in the socialization process and works on specific target behaviors. Problem-solving strategies are developed in 4 stages: (a) problem identification, (b) problem analysis, (c) intervention, and (d) evaluation. Difficulties encountered in implementing the model are discussed. (60 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A university-based predoctoral practicum in pediatric psychology.

Discusses the development of the clinical practicum in terms of its history and function. The practicum has become a year-long option within a Boulder-model training program in clinical psychology. The source and nature of the referrals, the intervention strategies, and the development of community relationships are presented. It is concluded that pediatric psychology at a practicum level can be a valuable clinical training and research experience within a clinical psychology training program. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training and supervision practices in clinical, counseling, and school psychology programs.

This study surveyed the training directors of counseling, clinical, and school psychology programs accredited by the American Psychological Association on training and supervisory practices and perceptions of various modalities of supervision. Response rates were 74%, 56%, and 45%, respectively. Clinical and counseling psychology training directors reported that videotape review was the most used modality of supervision; school psychology training directors reported that self-report only was the most frequently used. The amount of time involved in conducting live supervision and cotherapy as supervision was seen as a moderate barrier to their use. Cotherapy as supervision was rated as having the most strengths by all program directors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Commentary on "The 50th anniversary of the Thayer Conference: Historical perspectives and accomplishments".

This article comments on Thomas Fagan's historical account (see record 2005-12578-002) of the 1954 Thayer Conference. The Thayer Conference was an important milestone for school psychology and sought to deal with issues such as credentialing, role and function, and training issues for our field. The article provides an excellent framework for understanding this very important conference as well as elucidating how it applies to our current practice. With differences between nondoctoral- and doctoral-level school psychologists continuing, both groups support the field and the manner in which school psychologists are trained and credentialed. The movement to different assessment and treatment strategies is exciting, and the incorporation of research into practice provides not only an important development in our field, but also a reluctance on the part of many to take this type of step away from traditional practice to one that is based on empirically supported practice and intervention. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

School psychology research in Lebanon: A retrospective analysis and a look ahead.

Information about Lebanese assessment, consultation, and intervention research is presented. Epidemiological and etiological studies relating to war-stress are also reviewed. The impact of the ongoing hostilities on research productivity is discussed and prospective scenarios for school psychology research are explored. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Introduction to community psychology in Canada: Past, present, and future.

The introduction to the special section on community psychology in Canada provides background information about the field in Canada and provides summaries of the four articles and the commentary that comprise the issue. The articles address (a) theory, research, and practice in community psychology; (b) training in community psychology; (c) community psychology practice; and (d) a vision for the future of community psychology in Canada. These articles highlight the many contributions of Canadian community psychologists to a field that is growing throughout the world to address pressing social problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Multilevel modeling and school psychology: A review and practical example.

The purpose of this article is to provide an overview of the state of multilevel modeling in the field of school psychology. The authors provide a systematic assessment of published research of multilevel modeling studies in 5 journals devoted to the research and practice of school psychology. In addition, a practical example from the nationally representative Early Childhood Longitudinal Study—Kindergarten Cohort (ECLS–K) is presented to help school psychologists become familiar with the basic terminology and procedures used in multilevel modeling studies. Implications for statistical reform and future research practices are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Acceptability research in school psychology: Current trends and future directions.

As school psychology researchers and practitioners respond to demands for empirically supported interventions, questions have been raised regarding the responsiveness of those individuals who are responsible for implementation, what we have come to refer to as treatment or intervention acceptability. The purpose of this special issue (see records 2000-00107-002, 2000-00107-003, 2000-00107-004, 2000-00107-005, and 2000-00107-006) is to examine current status and future directions for school psychology research on acceptability. This introductory article provides a framework for interpreting the research presented herein, and for thinking about the issues faced by school psychology researchers and practitioners as they attempt to provide interventions that consumers will find acceptable. (PsycINFO Database Record (c) 2010 APA, all rights reserved)