A contextual and methodological perspective on the evidence-based intervention movement within school psychology in the United States

Abstract

AbstractIn this article, we consider contextual and methodological issues for moving the profession of educational and school psychology toward embracing evidence-based interventions. We specifically examine how the context of schools relates to issues in advancing research that enable educational and school psychologists to enhance critical outcomes for children and families in the areas of prevention and intervention. Following a contextual perspective on the application of evidence-based approaches, we discuss a conceptual schema for evaluating current research. We also illustrate how this framework can be used for guiding future prevention and intervention research. In addition, we examine the need for embracing evidence-based practices as a means to improve school psychology service delivery in the US. The article concludes by summarising important issues for developing a meaningful evidence-based framework that both reflects sound methodology and the context of school-based prevention and intervention research.