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Abstract
This article reviews the studies making up this special topic issue on state of the art research in academic and behavioral assessment and intervention. Each unsolicited research study illustrates scientific advances in assessment and intervention practices that have direct implications for improving children's educational outcomes. A case is made that scientific improvements in our field serve as the primary mechanism for improving practice and this article attempts to highlight features of the studies that are directly related to reformed methodological and statistical techniques.
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Notes on contributors
Tanya L. Eckert
Tanya L. Eckert, received her PhD in school psychology from Lehigh University in 1996 and is an Associate Professor of Psychology at Syracuse University. Her research interests include examining procedures for assessing academic and behavioral problems, developing classroom-based interventions, and measuring the acceptability of assessment and intervention procedures. Dr. Eckert is an Associate Editor of the School Psychology Review.