Descriptor
| Concept Formation | 3 |
| Intervention | 3 |
| Research Methodology | 3 |
| Research and Development | 3 |
| School Psychology | 3 |
| Theory Practice Relationship | 3 |
| Coding | 1 |
Source
| School Psychology Quarterly | 3 |
Publication Type
| Information Analyses | 3 |
| Journal Articles | 3 |
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Peer reviewedWaas, Gregory A. – School Psychology Quarterly, 2002
The outcomes of current efforts at identifying evidence-based interventions (EBIs) within school psychology remain uncertain. 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. Argues that such discussion is critical if the…
Descriptors: Concept Formation, Intervention, Research and Development, Research Methodology
Peer reviewedStoiber, Karen Callan – School Psychology Quarterly, 2002
Responds to the points raised by authors of the commentary articles on evidence-based interventions (EBIs) in school psychology. Focuses on clarifications regarding decisions made by the Task Force and Manual Subcommittee on what constitutes EBIs, realizations about critical issues surrounding these decisions, and specifications for the future.…
Descriptors: Concept Formation, Intervention, Research and Development, Research Methodology
Peer reviewedKratochwill, Thomas R. – School Psychology Quarterly, 2002
Responds to commentary on evidence-based interventions (EBIs) in school psychology (this issue). A conceptual framework for future operation of the Task Force on Evidence-Based Interventions in School Psychology is presented within the context of identification, review, coding, analyzing and synthesizing, and disseminating research related to…
Descriptors: Coding, Concept Formation, Intervention, Research and Development
