Children with disruptive behaviors are at risk for adverse outcomes. Family involvement is a significant predictor of positive child behavior outcomes; however, little research has investigated parent psychological variables that influence family involvement for children with disruptive behaviors. This study investigated the role of parental…

The purpose of this study was to investigate how brief experimental analyses (BEAs) could be used to identify effective interventions for Kindergartners (2 girls and 2 boys, 5 years and 7-10 months old) with low performance and/or growth slope in letter sound fluency (LSF). Interventions were tested within a multielement design with brief…

Absent from current child psychotherapy research is attention to theories, mechanisms, and processes that explain how therapy works. In keeping with the arguments in Hughes' target article, this paper builds on the ideas that there is a need for theory in child and adolescent therapy research, along with a progression from description to…

Argues against Hughes' recommendation for a comprehensive clinical case planning process since it cannot displace consumers' need for psychological practice guidelines which can be applied autonomously. Challenges the notion that theory has been omitted from current research on empirically supported treatments. Concludes the problem facing…

Concurs with Hughes' target article that identification of empirically supported treatments (ESTs) is insufficient to help practitioners and researchers select effective interventions for children, and suggests it may be premature to adopt developmental psychopathology as a treatment model. Discusses differences in opinion on theory development in…

Points out differences between target article and commentaries comprising special issue on role of theory in the science of treating children. All acknowledge the value of theory for psychosocial intervention, although some approach theory from different epistemologies. Argues that it is essential to the vitality of school psychology for…

Reviews several central themes raised in Hughes' target article that are appropriate for further development of intervention research, including the beneficial aspects of empirically supported treatments (ESTs); importance of theory in intervention development; and models of developmental psychopathology. Comments on potential dialectic between…

Refocuses Hughes arguments, in target article, away from empirically supported treatments (ESTs) and back to science-practice links to services. Discusses the importance of theory in school psychology practice and research. Argues that theory alone is insufficient when considering services for children and families. Suggests the EST movement helps…

Article discusses how theory plays an essential role in the development and evaluation of interventions for children's psychosocial problems; and applies principles of developmental psychopathology to the treatment of dysfunction in children. It delineates the benefits of incorporating theoretical and empirical findings from developmental…

Developmental psychopathology and principles advance in Hughes' target article can be useful to promote development, evaluation, and application of empirically supported interventions (ESIs), but embracing a pathological framework is extremely limited given the diversity in theoretical approaches relevant to school-based ESIs. Argues that in order…

Presents a semiautobiographical account of the life of Keith Perkins, showing how his educational and work experiences contributed to the philosophy, policies, and practices of school psychology. Describes the development of the Child Study and Consultation Service, and the author's involvement with the Division of School Psychology. (JAC)

Questions concerning school psychology services for children of diverse ethnic groups have related to problem identification, acceptability of interventions, the efficacy of special programs and interventions and the preparation of professionals to deal with multicultural and cross-cultural practice. Reviews models of ethnic validity and examines…

Discusses the need for child advocacy in education and other social services for children. Points to school psychology as providing an ideal opportunity for many child advocacy concepts to be implemented. Describes how child advocacy can be built into the school psychology training program. (Author/PC)

Supports the view that children's developmental status and varied family, school, and cultural contexts all caution overgeneralization on empirically supported treatments. Supports Hughes' notion of developmental psychopathology as a relevant asset for school psychology practice and intervention research. Discusses several obstacles when applying…

In consonance with previous articles advocating change in school psychology role/function change efforts, this article places the burden for change on individual practitioners. Offers preliminary suggestions for how to bring about change through strategies at multiple levels--college/university, professional organization, school…