Integrating Theory and Empirical Science in School Psychology: Progress and Remaining Challenges

Abstract.

This article reviews progress made since Hughes (2000a) criticized intervention research in school psychology for insufficient consideration of theory. A review of contemporary intervention research published in journals specifically identified with the specialty of school psychology supports the conclusion that current school psychology intervention research is much more theory driven, less insular, and more developmental than it was in 2000. The author highlights intervention studies that exemplify these changes and suggests areas for continued improvement in four areas: (a) articulating and testing the presumed processes responsible for treatment effects, (b) testing boundaries of treatment effectiveness, (c) broadening evaluation of treatment effects to include potential negative effects of intervention, and (d) testing maintenance of intervention effects at least 1 year after treatment.

Notes

References marked with an asterisk indicate mental health intervention studies included in the review.

Additional information

Notes on contributors

Jan N. Hughes

Jan Hughes is Professor Emerita of Educational Psychology at Texas A&M University. She is the principal investigator of a 15-year longitudinal study of peer, school, and home influences on children's academic and social trajectories funded by the National Institute of Child Health and Human Development.