88
Views
4
CrossRef citations to date
0
Altmetric
Articles

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

| (Action Editor)
Pages 262-270 | Received 06 May 2015, Accepted 18 May 2015, Published online: 27 Dec 2019

References

  • Abry, T., Rimm-Kaufman, S., Larsen, R. A., & Brewer, A. J. (2013). The influence of fidelity of implementation on teacher-student interaction quality in the context of a randomized controlled trial of the responsive classroom approach. Journal of School Psychology, 51, 437–453. doi:10.1016/j.jsp.2013.03.001
  • American Psychological Association Task Force on Psychological Intervention Guidelines. (1995). Template for developing guidelines: Interventions for mental disorders and psychosocial aspects of physical disorders. Washington, DC: American Psychological Association.
  • Blaze, J. T., Olmi, D. J., Mercer, S. H., Dufrene, B. A., & Tingstom, D. H. (2014). Loud versus quiet praise: A direct behavioral comparison in secondary classrooms. Journal of School Psychology, 52, 349–360. doi:10.1016/j.jsp.2014.05.006
  • Britton, W. B., Lepp, N. E., Niles, H. F., Rocha, T., Fisher, N. E., & Gold, J. S. (2014). A randomized controlled pilot trial of classroom-based mindfulness meditation compared to an active control condition in sixth-grade children. Journal of School Psychology, 52, 263–278. doi:10.1016/j.jsp.2014.03.002
  • Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.
  • Burns, M. K. (2011). School psychology research: Combining ecological theory and prevention science. School Psychology Review, 40, 132–139.
  • Castro-Olivo, S. (2014). Promoting social-emotional learning in adolescent Latin ELLs: A study of the culturally adapted Strong Teens Program. School Psychology Quarterly, 29, 567–577. doi:10.1037/spq0000055
  • Chiu, A. W., Langer, D. A., McLeod, B. D., Har, K., Drahota, A., Galla, B. M., … Wood, J. J. (2013). Effectiveness of modular CBT for child anxiety in elementary schools. School Psychology Quarterly, 28, 141–153. doi:10.1037/spq0000017
  • Dishion, T. J., & Kavanagh, K. (2003). Intervening in adolescent problem behavior: A family-centered approach. New York, NY: Guilford Press.
  • DuPaul, G. J., Kern, L., Volpe, R., Caskie, G. L., Sokol, N., Abolino, L., … Pipan, M. (2013). Comparison of parent education and functional assessment-based intervention across 24 months for young children with attention deficit hyperactivity disorder. School Psychology Review, 42, 56–75.
  • Evans, S. W., Schultz, B. K., & DeMars, C. E. (2014). High school based treatment for adolescents with attention-deficit/hyperactivity disorder: Results from a pilot study examining outcomes and dosage. School Psychology Review, 43, 185–202.
  • Flannery, K. B., Fenning, P., Kato, M. M., & McIntosh, K. (2014). Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools. School Psychology Quarterly, 29, 111–124. doi:10.1037/spq0000039
  • Folino, A., Ducharme, J. M., & Greenwald, N. (2014). Temporal effects of antecedent exercise on students' disruptive behaviors: An exploratory study. Journal of School Psychology, 52, 447–462. doi:10.1016/j.jsp.2014.07.002
  • Fosco, G. M., Frank, J. L., Stormshak, E. A., & Dishion, T. J. (2013). Opening the “black box”: Family check-up intervention effects on self-regulation that prevents growth in problem behavior and substance use. Journal of School Psychology, 51, 455–468. doi:10.1016/j.jsp.2013.02.001
  • Froh, J. J., Bono, G., Fan, J., Emmons, R. A., Henderson, K., Harris, C., … Wood, A. M. (2014). Nice thinking! An educational intervention that teaches children to think gratefully. School Psychology Review, 43, 132–152.
  • Haataja, A., Voeten, M., Boulton, A. J., Ahtola, A., Poskiparta, E., & Salmivalli, C. (2014). The KiVa antibullying curriculum and outcome: Does fidelity matter? Journal of School Psychology, 52, 479–493. doi:10.1016/j.jsp.2014.07.001
  • Hughes, J. N. (2000a). The essential role of theory in the science of treating children. Beyond empirically supported treatments. Journal of School Psychology, 38, 301–330.
  • Hughes, J. N. (2000b). Reconsideration of the role of theory in psychosocial intervention. Journal of School Psychology, 38, 389–401.
  • Hutchings, J., Martin-Forbes, P., Daley, D., & Williams, M. E. (2013). A randomized controlled trial of the impact of a teacher classroom management program on the classroom behavior of children with and without behavior problems. Journal of School Psychology, 51, 571–585. doi:10.1016/j.jsp.2013.08.001
  • Jennings, P. A., Frank, J. L., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2013). Improving classroom learning environments by cultivating awareness and resilience in education (CARE): Results of a randomized controlled trial. School Psychology Quarterly, 28, 374–390. doi:10.1037/spq0000035
  • Kowalewicz, E. A., & Coffee, G. (2014). Mystery motivator: A tier 1 classroom behavioral intervention. School Psychology Quarterly, 29, 138–156. doi:10.1037/spq0000030
  • La Greca, A. M., Silverman, W. K., & Lochman, J. E. (2009). Moving beyond efficacy and effectiveness in child and adolescent intervention research. Journal of Consulting and Clinical Psychology, 77, 373–382.
  • Lilienfeld, S. O. (2013). Closing the science-practice gap. The Observer, 26(3). Washington, DC: Association for Psychological Science. Retrieved April 27, 2015, from http://www.psychologicalscience.org/index.php/publications/observer/2013/march-13/closing-the-science-practice-gap.html
  • Low, S., & Van Ryzin, M. (2014). The moderating effects of school climate on bullying prevention efforts. School Psychology Quarterly, 29, 306–319. http://dx.doi.org/10.1037/spq0000073
  • McIntosh, K., Martinez, R. S., Ty, S. V., & McClain, M. B. (2013). Scientific research in school psychology: Leading researchers weigh in on its past, present, and future. Journal of School Psychology, 51, 267–318. doi:10.1016/j.jsp.2013.04.003
  • Mercer, S. H., Idler, A. M., & Bartfai, J. M. (2014). Theory-driven evaluation in school psychology intervention research: 2007–2012. School Psychology Review, 43, 119–131.
  • Mikami, A. Y., Griggs, M. S., Lerner, M. D., Emeh, C. C., Reuland, M. M., Jack, A., & Anthony, M. R. (2013). A randomized trial of a classroom intervention to increase peers. Journal of Consulting and Clinical Psychology, 81, 100–112. doi:10.1037/a0029654
  • Mikami, A. Y., Reuland, M. M., Griggs, M. S., & Jia, M. (2013). Collateral effects of a peer relationship Intervention for children with attention deficit hyperactivity disorder on typically developing classmates. School Psychology Review, 42, 458–476.
  • Nese, R. N. T., Horner, R. H., Dickey, C. R., Stiller, B., & Tomlanovich, A. (2014). Decreasing bullying behaviors in middle school: Expect respect. School Psychology Quarterly, 29, 272–286. doi:10.1037/spq0000070
  • Patterson, G. R., Reid, J. B., & Dishion, T. J. (1992). Antisocial boys. Eugene, OR: Castalia.
  • Pfiffner, L. J., Kaiser, N. M., Burner, C., Zalecki, C., Rooney, M., Setty, P., & McBurnett, K. (2011). From clinic to school: Translating a collaborative school-home behavioral intervention for ADHD. School Mental Health, 3, 127–142.
  • Pfiffner, L. J., Villodas, M., Kaiser, N., Rooney, M., & McBurnett, K. (2013). Educational outcomes of a collaborative school-home behavioral intervention for ADHD. School Psychology Quarterly, 28, 25–36. doi:10.1037/spq0000016
  • Robichaux, N. M., & Gresham, F. M. (2014). Differential effects of the Mystery Motivator intervention using student-selected and mystery rewards. School Psychology Review, 43, 286–298.
  • Sameroff, A. J. (1975). Transactional models in early social relations. Human Development, 18, 65–79.
  • Sanetti, L. M. H., Kratochwill, T. R., & Long, A. C. J. (2013). Applying adult behavior change theory to support mediator-based intervention implementation. School Psychology Quarterly, 28, 47–62. doi:10.1037/spq0000007
  • Sheridan, S. M., Ryoo, J. H., Garbacz, S. A., Kunz, G. M., & Chumney, F. L. (2013). The efficacy of conjoint behavioral consultation on parents and children in the home setting: Results of a randomized controlled trial. Journal of School Psychology, 51, 717–733. doi:10.1016/j.jsp.2013.09.003
  • Task Force on Evidence-Based Interventions in School Psychology (2003). Evidence-Based Interventions in School Psychology. Washington, DC: Division 16 of the American Psychological Association.
  • Volpe, R. J., & Suldo, S. M. (2014). Introduction to the special issue on theoretical frameworks in school psychological intervention research: Interdisciplinary perspectives and future directions. School Psychology Review, 43, 115–118.
  • Ward, B., & Gersten, R. (2013). A randomized evaluation of the safe and civil schools model for positive behavioral interventions and supports at elementary schools in a large urban school district. School Psychology Review, 42, 317–333.
  • Webster-Stratton, C. (2005). The Incredible Years: A training series for the prevention and treatment of conduct problems in young children. In E. D. Hibbs & P. S. Jensen (Eds.), Psychosocial treatments for child and adolescent disorders: Empirically based strategies for clinical practice (2nd ed., pp. 507–555). Washington, DC: American Psychological Association.
  • Woodbridge, M. W., Sumi, W. C., Wagner, M. M., Javitz, H. S., Seeley, J. R., Walker, H. M., … Severson, H. H. (2014). Does First Step to Success have long-term impacts on student behavior? An analysis of efficacy trial data. School Psychology Review, 43, 299–317.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.