Commentary: Current Perspectives on School-Based Behavioral Interventions: Science and Reality of the Classroom

Abstract

The current perspectives on school-based behavioral interventions presented in this mini-series are underpinned by the authors' compelling arguments to employ these interventions primarily because they believe that they are the most effective in promoting children's academic and social competencies. Unquestionably the arguments presented in support of behavioral interventions are sound in that they are firmly based on science. However, what is amiss is why the scientifically based technology of behavior has not progressed more rapidly and gained a more dominant influence in educational practice. This commentary provides a reaction to the articles and a tenable explanation for this paradox.

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Notes on contributors

Thomas J. Kehle

Thomas J. Kehle received his PhD in School Psychology from the University of Kentucky in 1972. Currently he serves as the Director of School Psychology at the University of Connecticut. His primary research interests are in the areas of psychological wellness, self-modeling, and interventions to promote academic functioning.

Melissa A. Bray

Melissa A. Bray received her PhD in School Psychology from the University of Connecticut in 1997. Her primary research interests are in the areas of communication disorders and interventions that promote physical health.