Evidence-based practice in schools: Altering the environment

Luckhurst, Joan A.; Lauback, Cris W.

doi:10.1037/e537522009-003

Cited by 2 publications

(3 citation statements)

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“…One issue may be related to training. Researchers have suggested that many practitioners are trained in research methods such as true experiments, which do not lend themselves to school contexts (Campbell & Stanley, 1963;Keith, 2000;Luckhurst & Lauback, 2006). Thus, one strategy for enhancing practitioner research may be to provide training in research methods that lend themselves to field-based research, such as single-subject design research (Skinner, 2004), quasiexperimental designs (Campbell & Stanley, 1963), and action research (Stringer, 2007).…”

Section: Discussionmentioning

confidence: 99%

“…Field-based research is very time consuming, and practitioners may have limited time, resources, and opportunities to conduct and disseminate research (e.g., Kratochwill & Shernoff, 2004;Reschly, 2000;Strein et al, 2003). In addition, many practitioners may have been trained in research procedures that do not lend themselves to field-based research (Keith, 2000;Luckhurst & Lauback, 2006;Skinner, 2004). In contrast, school psychologists affiliated with universities may have the time (e.g., release time), encouragement (e.g., tenure requirements, merit raises), training (e.g., additional research requirements for university students), and access to expertise (e.g., consultants with expertise across many areas of research) that allows them to conduct and disseminate research (Boyer, 1990).…”

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confidence: 99%

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Analysis of author affiliation across four school psychology journals from 2000 to 2008: Where is the practitioner research?

Carroll¹,

Skinner²,

McCleary³

et al. 2009

Psychology in the Schools

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in four major school psychology journals-School Psychology Review, Journal of School Psychology, Psychology in the Schools, and School Psychology Quarterly-were classified based on type (empirical or narrative) and on the primary and secondary authors' affiliations. Results showed that more than 90% of the primary and secondary authors were university affiliated with little difference across article type. Although more than 85% of school psychologists are practitioners, these results suggest that their contributions to these school psychology journals are limited because they account for less than 10% of the authors of articles. Discussion focuses on practitioners' involvement in the research base that is intended to inform their professional behaviors. C 2009 Wiley Periodicals, Inc.A primary role of school psychologists is to collaborate with others to identify, prevent, and remedy student problems via the application of scientifically supported theories, strategies, and procedures (Fagan & Wise, 2000;Merrell, Ervin, & Gimpel, 2006;Shapiro, 2004). The scientific support for school psychologists' professional behaviors comes from multiple fields, including special education, general education, behavior analysis, and applied and experimental psychology (Davis, Zanger, Gerrard-Morris, Roberts, & Robinson, 2005;Hughes, 2000). Also, several school psychology organizations support the dissemination of school psychology research with professional journals, including the American Psychological Association (APA), which publishes School Psychology Quarterly (SPQ); the National Association of School Psychologists (NASP), which publishes School Psychology Review (SPR); and the Society for the Study of School Psychology, which publishes Journal of School Psychology (JSP). Another major outlet for school psychology research is Psychology in the Schools (PITS), published by Wiley (Bliss, Skinner, Hautau, & Carroll, 2008;Curtis, Grier, & Hunley, 2004;Davis et al., 2005;Hagin, 1993;Roberts, Gerrard-Morris, Zanger, Davis, & Robinson, 2006;Robinson, Skinner, & Brown, 1998;Skinner, Robinson, Brown, & Cates, 1999).Although one function of school psychology research is to inform practice, educators and researchers have discussed a gap between research and practice that may reduce the influence researchers have on practitioners' ability to (a) link assessment to intervention; (b) change their professional roles; and (c) develop, implement, and evaluate prevention and remediation strategies

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Analysis of author affiliation across four school psychology journals from 2000 to 2008: Where is the practitioner research?

Carroll¹,

Skinner²,

McCleary³

et al. 2009

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

“…Thus, they may have more success isolating variables that cause behavior change and precisely measuring the degree of change. The results from laboratories or university clinics do not, however, always generalize to school settings (Chafouleas & Riley-Tillman, 2005;Drake et al, 2004;Kaufman, 1996;Kratochwill & Shernoff, 2004;Luckhurst & Lauback, 2006;Mace, 1994;Malone, 1990;Shriver & Watson, 2005;Weisz, Weiss, & Donenberg, 1992). One of the primary functions of the empirical validation process is to provide practitioners with more confidence that they may be able to bring about desired behavior change by implementing the interventions in their schools .…”

Section: Field-based Evaluations Of Intervention Effectsmentioning

confidence: 99%

Articles published in four school psychology journals from 2000 to 2005: An analysis of experimental/intervention research

Bliss

Skinner

Hautau

et al. 2008

Psychology in the Schools

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Using an experimenter-developed system, articles from four school psychology journals for the years 2000-2005 (n = 929) were classified. Results showed that 40% of the articles were narrative, 29% correlational, 16% descriptive, 8% causal-experimental, 4% causal-comparative, and 2% were meta-analytic. Further analysis of the causal-experimental studies suggested that both singlesubject and group designs were used to evaluate the effects of interventions delivered in schools (setting data) that improved students' (participant data) academic and/or social behaviors (target behavior data). Although results show that these journals are publishing few experimental studies, the experiments that are published appear to be derived from field-based research evaluating interventions that readers may find useful for remedying problems in school settings. Discussion focuses on factors that may limit experimental studies and recent trends in education and school psychology. C 2008 Wiley Periodicals, Inc.

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Evidence-based practice in schools: Altering the environment

Cited by 2 publications

References 0 publications

Analysis of author affiliation across four school psychology journals from 2000 to 2008: Where is the practitioner research?

Analysis of author affiliation across four school psychology journals from 2000 to 2008: Where is the practitioner research?

Articles published in four school psychology journals from 2000 to 2005: An analysis of experimental/intervention research

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