Evidence-based parent and family interventions in school psychology: State of scientifically based practice.

The purpose of this special issue was to examine the scientific base that supports the use of parent and family interventions that are implemented in schools or coordinated with school settings, and to demonstrate a change in the school-related behaviors and learning problems of children and youth. Reviews have been conducted in the six sub-domains: parent education, parent involvement, parent consultation, family-school collaboration/partnership, family systems therapy and parent training, and early childhood family-focused interventions. To our knowledge this is the first time standard criteria have been applied across these subdomains to examine the empirical base for the broader family and parent intervention domain. From this review, it would be erroneous to conclude that there is no evidence for the use of parent and family interventions as methods for changing the school-related behavior and learning problems of children and youth. From this review, it is evident that parent and family interventions are multidimensional. In this review, we asked the question, "Do we find evidence that parent and family interventions change children's behavior and learning at school?" Our answer is "yes, but." (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Evidence-based parent and family interventions in school psychology: A commentary.

Do the authors provide us with convincing evidence that parent and family interventions change children's behavior and learning at school? The answer is not a simple or straightforward one. First off, there appears to be more support for interventions that are part of a multi-component program, that are highly focused in scope, and that entail active collaboration between parents, students, and the schools; hence, more support appears to be available for family/parent consultation and family-school collaboration/partnership programs than for the more unidirectional and limited parent education and parent involvement programs. Second, although 100 studies are examined, it is readily apparent that the studies reported on in the various reviews are characterized by numerous methodological shortcomings that compromise their scientific integrity and the conclusions we can safely draw from them. Third, it is evident that nearly all of the efficacious treatments are behavior or cognitive-behavioral ones. Fourth and finally, it will be important to begin to identify the students, families, and schools that are most likely to benefit from the various interventions and to examine the specific mechanisms of change in each of the proposed interventions. In sum, it seems safe to conclude that evidentiary support for the effectiveness of parent and family interventions in school psychology is mixed at best. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Evidence-based parent and family interventions in school psychology: Conceptual and methodological considerations in advancing best practices.

Major national, state, and local systems reform efforts are under way to close the gap between science and service through implementation of a range of evidence-based practices (EBPs). A set of rhetorical distinctions and ensuing debates about the relevance of science versus service and efficacy versus effectiveness threatens to widen rather than close the gap. However, methodological and conceptual approaches, drawing upon strong theory-driven models, offer considerable promise for an integrated science on implementation effectiveness. This paper outlines some of the major scientific and policy challenges in strengthening the link between science and service in school psychology within the context of the papers in this series. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Evidence-based parent training and family interventions for school behavior change.

In this article the guidelines of the Evidence-Based Interventions in School Psychology Task Force were used to evaluate the efficacy of parent training and family intervention for changing children's school behavior. Nineteen parent training and five family intervention studies that were conducted in schools, had a school treatment component, or included measurement of school change were identified and coded. Results found one parent training program and one family intervention to be proven efficacious across two randomized clinical trials. Several family interventions were probably efficacious or promising. Despite the established link between the family environment and school behavior, parent training and family interventions are uncommon in schools, and clinic-based treatment studies infrequently measure generalization of parent and family interventions to the school setting. Future researchers are encouraged to address these limitations and to include samples representative of the diversity of the public schools in family-focused intervention studies. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Commentary on evidence-based parent and family interventions: Will what we know now influence what we do in the future?

As has been demonstrated in this exceptional review of the empirical literature, much has been written about models, programs, and services for working with families. Indeed, the Task Force of the Family and Parent Intervention domain can be commended for its diligent and thorough approach to uncovering and dissecting research in this domain. Speaking through the lens of a researcher in this area, the purpose of the present commentary is to highlight some of the findings of the task force, recommend research priorities, and call for the identification of means to increase the utility of the Task Force findings in the future. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Evidence-based parent involvement interventions with school-aged children.

This paper reviewed 24 studies of parent involvement for school-aged children conducted between 1980 and 2002 and evaluated them according to the criteria developed by the Task Force on Evidence-Based Interventions in School Psychology. The parent involvement component of all studies had parents helping children learn at home, with most targeting a change in academic performance, including reading skills, mathematics skills, spelling, and homework completion. Results yielded a wide range of treatment effectiveness. The strongest evidence for parent involvement was provided for programs that implemented parent tutoring in the home and targeted a single academic problem of the elementary school-aged child, primarily reading and mathematics skills. Despite promising evidence for the effectiveness of parent home tutoring, it was concluded that the evidence base for the effectiveness of parent involvement as an intervention for children's academic problems is inconclusive due to methodological weaknesses in the studies reviewed. Recommendations for future empirical research are provided. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Evidence-based family-school interventions with preschool children.

Fifteen studies of family-school interventions with preschool children conducted between 1980 and 2002, and published in peer-reviewed journals, were reviewed and evaluated according to the criteria developed by the Task Force on Evidence-Based Intervention in School Psychology (Division 16 and Society for the Study of School Psychology Task Force, 2003). Results indicate that family-school interventions with preschool children have taken many forms, have targeted a variety of problems and behaviors, and have generally shown positive effects. Efficacious interventions included parent and teacher training, parent education, and behavioral family therapy. Recommendations for future research include increased methodological rigor, replication and extension of current studies, and the completion of longer-term, follow-up investigations to determine whether gains that are made post-treatment are maintained over time. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Evidence-based interventions in school psychology: Thoughts on thoughtful commentary.

Responds to comments by S. L. Cristenson, C. Carlson, and C. R. Valdez (see record 2003-01789-008); J. A. Durlak (see record 2003-01789-009); J. R. Levin (see record 2003-01789-010); J. R. Nelson and M. H. Epstein (see record 2003-01789-011); B. E. Wampold (see record 2003-01789-012); and G. E. Waas (see record 2003-01789-013) on the mini-series on evidence-based interventions (EBIs) in school psychology (T. R. Kratochwill and K. C. Stoiber [see record 2003-01789-005]; G. Lewis-Snyder, K. C. Stoiber, and T. R. Kratochwill [see record 2003-01789-007]; and E. S. Shernoff, T. R. Kratochwill, and K. C. Stoiber [see record 2003-01789-006]) . A conceptual framework for future operation of the Task Force on Evidence-Based Interventions in School Psychology (hereafter called the Task Force) is presented within the context of identification, review, coding, analyzing and synthesizing, and disseminating research related to EBIs. Reactions to the mini-series are discussed within the context of this framework. Some general comments on future directions of the Task Force are presented along with challenges and merits of EBIs for the practice of school psychology. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Evidence-based interventions in school psychology: State of the art and directions for the future.

Introduces articles in this special issue of School Psychology Quarterly which is designed to provide a current snapshot of the accomplishments and controversies pertaining to evidence-based intervention in school psychology. It is argued that evidence-based intervention guidelines will prove to be akin to professional codes of ethics in that they are both works that will always be unfinished rather than being completed in any ultimate sense. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Evidence-based interventions in school psychology: Opportunities, challenges, and cautions.

Describes opportunities, challenges, and cautions in response to T. R. Kratochwill and K. C. Stoiber's vision and other critical issues for the evidence-based intervention (EBI) movement in school psychology. The authors' position can be summarized as follows: (1) the EBI Task Force in School Psychology presents the field with an unparalleled opportunity to influence school psychology training and practice; (2) the challenges presented by the actual coding of existing studies will spur improvements in the research methodology training of school psychology students and improvements in the design of future school-based research; and (3) the field is cautioned to consider carefully the unique context presented by the schools when evaluating intervention effectiveness. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Evidence-based parent consultation with school-related outcomes.

In this article, 18 studies using parent consultation to effect a change in children's school-related behavior were evaluated according to guidelines set forth by the APA's Task Force on Evidence-Based Interventions in School Psychology. Results indicate that parent consultation is an effective method of intervention delivery for a variety of school-related behavioral and emotional concerns with Caucasian students. The majority of studies yielded moderate to large treatment effects. Though a variety of parent consultation models were effective, the Conjoint Behavioral Consultation (CBC) model provided the strongest evidence for producing significant school-related outcomes. Noteworthy limitations of the evidence base for parent consultation are the lack of between-group designs and use of diverse populations. It is therefore recommended that the investigation of parent consultation effectiveness be expanded to include minority populations and between-group designs. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Evidence-based interventions using home-school collaboration.

Home-school collaboration refers to the relationship between families and schools where parents and educators work together to promote the academic and social development of children. Eighteen empirical studies of home-school collaboration interventions that also measured a school-based outcome were identified and evaluated according to guidelines outlined by the American Psychological Association's Division 16 Task Force on Evidence-Based Interventions in School Psychology. Based on the results of coding, it is concluded that home-school collaboration interventions are effective in helping achieve desired school outcomes for children, including changes in academic performance and school-related behavior. The most effective interventions are those where parents and school personnel work together to implement interventions utilizing a two-way exchange of information (e.g., parent-teacher action research teams), and those involving communication between school and home (e.g., daily report cards, school-to-home notes). Methodological strengths and limitations of home-school collaboration studies, as well as recommendations for future research, are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Evidence-based interventions in school psychology: An illustration of task force coding criteria using group-based research design.

Applies the criteria in the Procedural and Coding Manual for Review of Evidence-Based Interventions, established by the Task Force on Evidence-Based Interventions (EBIs) in School Psychology, to a group-based design intervention study. Specifically, the School Psychology EBI group-based criteria were applied to a research study conducted by the Conduct Problems Prevention Research Group (CPPRG, 1999a, 1999b) that examined the effects of the Fast Track intervention program on Grade 1 students. The group-based coding criteria are explicated and described through demonstrating the basis for coding decisions. In general, the application of the Procedural and Coding Manual criteria to the CPPRG investigation of the Fast Track program suggested promising evidence in support of the program. Considerations for interpreting the results of the coding process are discussed with particular attention to implications for practitioners and researchers. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Evidence-based interventions in school psychology: An illustration of Task Force coding criteria using single-participant research design.

Illustrates the application of the Task Force on Evidence-Based Interventions in School Psychology coding criteria using a single-participant research design study. Specifically, the authors review and evaluate a study by M. L. Kelley and A. P. McCain (1995) according to the Procedural and Coding Manual for Review of Evidence-Based Interventions (T. R. Kratochwill and K. C. Stoiber, this issue; see record 2003-01789-005). Following application of the Procedural and Coding Manual to the Kelley and McCain study, the authors conclude that this study possessed several important strengths, including a strong research design, identifiable intervention components, and strong intervention effects for several participants. Limitations to the study, in addition to issues regarding the evaluation of the single-participant investigation are discussed within the context of the coding criteria. Challenges in coding single-participant studies are presented in the context of future work for the Task Force on Evidence-Based Interventions in School Psychology. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Teaching evidence-based interventions: Perceptions of influences on use in professional practice in school psychology.

This study examined perceptions of school psychologists regarding their use of evidence-based interventions in school settings after completing a graduate course in school-based psychosocial interventions. Ninety-four individuals who completed the course during the 10 years prior to the study were asked to complete a survey that focused on personal and organizational factors affecting the implementation of evidence-based interventions through assessment of (a) the extent of their use of interventions in professional school psychology practice, (b) perceptions of facilitators to implementation, and (c) perceptions of barriers to implementation. Fifty-four responded (a 57% response rate); analyses were conducted on the responses of 34 individuals who indicated that they were currently school psychologists working in schools. Results indicated that school psychologists’ personal beliefs about the interventions influenced their decisions to implement them. Several evidence-based interventions were less likely to be used in urban practice settings. Training in evidence-based interventions should address the personal and contextual issues that are related to implementation, as well as the procedures of the interventions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

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)     

Evaluating evidence-based interventions in school psychology.

Argues that the tactics adopted by the Task Force on Evidence-Based Interventions in School Psychology have advantages in terms of literature coverage and providing data on multiple dimensions that school researchers and practitioners should find useful. Two suggestions to improve Task Force efforts are offered in terms of the specification of key outcomes and the use of effect sizes to gauge the impact and value of interventions. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Evidence-based interventions in school psychology: Conceptual foundations of the Procedural and Coding Manual of Division 16 and the Society for the Study of School Psychology Task Force.

We present the conceptual, philosophical, and methodological basis for the Procedural and Coding Manual for Review of Evidence-Based Interventions (hereafter called the Procedural and Coding Manual), which is available on the World Wide Web (http://www.sp-ebi.org). First, we discuss some key conceptual issues and areas of potential controversy surrounding the content and organization of the Procedural and Coding Manual. Second, we discuss our research framework for coding evidence-based interventions (EBIs), taking into account the dimensional classification approach adopted by the Task Force on Evidence-Based Interventions in School Psychology. We contrast this coding scheme with the approach embraced by the Committee on Science and Practice of the Society of Clinical Psychology, Division 12, American Psychological Association. Third, we present our methodological framework for reviewing EBIs, including quantitative group-based and single-participant designs, qualitative research designs, and theory-guided confirmatory program evaluation models. Finally, we introduce the concept of a coding system to be implemented by practitioners to develop a knowledge base on what works in practice and help bridge the gap between research and practice. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Evidence on multicultural training in school psychology: Recommendations for future directions.

School psychology training programs are required to provide multicultural training to preservice school psychologists; however, trainers have had difficulty adequately including multicultural content into the curriculum. Thus, there is a gap between the requirements and the training that many school psychologists receive. Training programs have grappled with multicultural training because of difficulty identifying the structure and content of such training for school psychologists. To advance multicultural training in school psychology, guidance is needed regarding the content and structure necessary to adequately develop multicultural competence. Hence, the purpose of this article is to critically review the evidence on multicultural training in school psychology and provide a synthesis of the best evidence for preparing multiculturally competent school psychologists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)