The purpose of this article is to comment on the work of the Task Force on Evidence-Based Interventions in School Psychology. We begin by discussing the significant advances and errors of commission and omission made by the Task Force in their efforts to develop a framework for the identification of evidence-based interventions (EBIs). This discussion is followed by description of a comprehensive six-phase process for identifying EBIs.
ASJC Scopus subject areas
- Developmental and Educational Psychology