Evidence-based practice and educational psychology

Abstract

AbstractFollowing its development in health contexts the move towards evidence-based practice has gathered momentum over the last five to ten years across all areas of social policy, including education. Key elements of evidence-based practice are described and critically evaluated. Implications for the practice of educational psychology are discussed and directions for future development identified. Attention is given to three areas in particular: the competencies needed for using research in evidence-based practice, the contributions educational psychologists can make to developing the research evidence on intervention efficacy and effectiveness, and the new emphasis on monitoring and evaluating outcomes for individual pupils. The second of these areas is illustrated with reference to research undertaken by educational psychologists on the circle of friends intervention approach. In the third of these areas a description is offered of the goal attainment scaling approach which supports the monitoring and evaluation of pupil progress as required by the newCode of practiceon special educational needs. Ways in which the opportunities offered by extended initial training and continuing professional doctorates in educational psychology might be utilised in developing the research basis for practice are suggested.