Abstract
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.
Original language | English (US) |
---|---|
Pages (from-to) | 493-499 |
Number of pages | 7 |
Journal | School Psychology Quarterly |
Volume | 17 |
Issue number | 4 |
DOIs | |
State | Published - Dec 2002 |
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology