Although the NASP 2020 Standards emphasize consultation as a core competency, few studies have examined consultation preservice training on consultant outcomes. This article describes the content and implementation of a training program focused on ecological-positive behavior consultation, called "Positive Environment and Behavior for…

Introduces a new section of "School Psychology Quarterly" that will publish information pertaining to empirically supported interventions in school psychology. Articles will focus on prevention and intervention; programs; practice parameters or best practices guidelines; methodological approaches and technologies; and analyses of…

Presents historical, contextual, and methodological perspectives on the use of empirically supported interventions in school and community settings. Historical advances are reviewed within the context of scientist-practitioner model, psychosocial outcome research, meta-analysis, and the development of criteria and practice guidelines for…

Provides a rationale for the name change of the new Standing Section of "School Psychology Quarterly" from "Empirically Supported Interventions" to "Evidence-Based Interventions" (EBI). Furnishes updates on the intent of publishing articles in the EBI section and highlights the types of articles the journal hopes to feature in the future. (GCP)

Article discusses the role that negative results or "no-difference" findings play in research and research reviews of empirically supported interventions in school psychology. Argues for publication of these findings in school psychology journals when they occur in the context of development of empirically supported interventions and…

Illustrates the application of the Task Force on Evidence-Based Interventions in School Psychology coding criteria using a single-participant research design study. Concludes that this study possessed several important strengths, including a strong research design, identifiable intervention components, and strong intervention effects for several…

Applies the criteria in the "Procedural and Coding Manual for Review of Evidence-Based Interventions," to a group-based design intervention study. In general, the application of the criteria suggested promising evidence in support of the program. Considerations for interpreting the results of the coding process are discussed with…

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.…

Considers research agendas for moving the school psychology profession forward by yielding unique contributions in the millennium, while enabling school psychologists to enhance outcomes for children and families with greater precision and effectiveness. Specifically examines some research agendas in the areas of diagnosis and assessment,…

Presents the conceptual, philosophical, and methodological basis for the "Procedural and Coding Manual for Review of Evidence-Based Interventions." Discusses key conceptual issues and areas of potential controversy surrounding the manual and the research framework for coding evidence-based interventions (EBIs). Presents methodological…