| Abstract: | This special issue, entitled "Evidence-Based Parent and Family Interventions in School Psychology," examines the data that support the use of interventions as methods for changing children's school-related behavior and learning problems. Taken together, the articles reflect the work of the Parent and Family Intervention domain of the Evidence-Based Interventions in School Psychology Task Force. Across the articles in this special issue, the categories of coding criteria in the Manual were used to organize the presentation of results. Six review articles on the evidence base for parent and family intervention appear next; these are followed by commentary from distinguished scholars and a brief reflective comment from the special issue editors. Parent intervention is the exclusive focus of the reviews of parent education and parent consultation. Two reviews focus on the home-school relationship including the articles on parent involvement and home-school collaboration. Two reviews include both parent and family treatments: early childhood family-focused interventions and parent training and family systems interventions. Commentary was sought from the current co-chairs of the Task Force, an expert in evidence-based practice in child clinical psychology, a researcher in family-school linkages and parent consultation, and a methodologist. (PsycINFO Database Record (c) 2011 APA, all rights reserved) |
