Establishing and sustaining research‐based practices at Centennial School: A descriptive case study of systemic change

Abstract

AbstractThere has recently been increased attention given to the widely perceived gap between research and practice in school psychology and education. The purpose of this article is to describe how Centennial School of Lehigh University, an alternative day school for students with emotional and behavioral disorders, was able to successfully implement and sustain research‐based practices. The use of such practices, in conjunction with organizational and systemic change, led to the significant reduction and eventually the virtual elimination of the use of and need for physical restraint and seclusionary time‐out in the school, as well as a substantial increase in students' prosocial behavior. Procedures for reducing the gap between research and practice at Centennial School are discussed, including the methods used by school personnel to facilitate systems change, successfully implement research‐based practices, and create a supportive organizational structure for sustaining effective practices. Possible roles for school psychologists in systems change efforts, potential barriers to the implementation of research‐based practices, and recommendations as to how these barriers may be overcome also are provided. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 553–567, 2005.