Improving Impulse Control: Using an Evidence-Based Practice Approach

Abstract

School social workers in a suburban school district implemented a two-year collaboration to identify empirically effective interventions and apply them to their own practice. During the first year of the project, the workers and the consultant discussed the use of evidence-based practice and developed strategies and tools for monitoring and evaluating practice. In the second year, each worker monitored the progress of one student using a standardized intervention. Five social workers completed the project; collected data on outcomes showed improved self-control for all participants. Limits on measurement and adaptations to individualize interventions make it impossible to be certain that the intervention was the primary cause of these outcomes. After the project the workers were not yet completely comfortable with the use of evidence-based practice to monitor and evaluate their practice. Recommendations for improving implementation of new evidence-based practice programs include providing ongoing discussion and feedback to workers, encouraging flexibility in implementation of curricula, simplifying record keeping so data reporting is consistent, and increasing baseline and follow-up measurements to strengthen the research.

Keywords:

• Evidence-based practice
• outcome evaluation
• impulse control
• case study

Notes

^aSelf-rating done by student.

^bPost-test rated by different teacher than pre-test.