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A Practical Guide to Building Professional Competencies in School PsychologyBeyond Unproven Trends: Critically Evaluating School-Wide Programs

A Practical Guide to Building Professional Competencies in School Psychology: Beyond Unproven... [School psychologists should be committed to enhancing the academic success and behavioral competence of all students (Ysseldyke et al., 2006). Comprehensive school-wide prevention and intervention programs designed to promote these conditions, however, are frequently not successful despite the concerted efforts of school personnel. Unfortunately, schools have historically been and largely continue to be institutions in which highly-touted interventions and prevention programs are frequently adopted despite little or no evidence of their effectiveness (Merrell, Ervin, & Gimpel, 2006). Short-term fads and unproven trends often develop and flourish, only to be eventually replaced by other well-intentioned but typically fleeting educational initiatives (Sarason, 1996). Not only are many of these faddish trends and programs (colloquially known as “bandwagons”) implemented with little or no research support, in many cases they also are ineffectively evaluated or not evaluated at all (Merrell et al., 2006).] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Practical Guide to Building Professional Competencies in School PsychologyBeyond Unproven Trends: Critically Evaluating School-Wide Programs

Editors: Lionetti, Timothy M.; Snyder, Edward P.; Christner, Ray W.
Miller, David N.; Sawka-Miller, Kristin D.
Springer Journals — Oct 23, 2010
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13 pages

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Publisher
Springer US
Copyright
© Springer Science+Business Media, LLC 2011
ISBN
978-1-4419-6255-3
Pages
141 –154
DOI
10.1007/978-1-4419-6257-7_9
Publisher site
See Chapter on Publisher Site

Abstract

[School psychologists should be committed to enhancing the academic success and behavioral competence of all students (Ysseldyke et al., 2006). Comprehensive school-wide prevention and intervention programs designed to promote these conditions, however, are frequently not successful despite the concerted efforts of school personnel. Unfortunately, schools have historically been and largely continue to be institutions in which highly-touted interventions and prevention programs are frequently adopted despite little or no evidence of their effectiveness (Merrell, Ervin, & Gimpel, 2006). Short-term fads and unproven trends often develop and flourish, only to be eventually replaced by other well-intentioned but typically fleeting educational initiatives (Sarason, 1996). Not only are many of these faddish trends and programs (colloquially known as “bandwagons”) implemented with little or no research support, in many cases they also are ineffectively evaluated or not evaluated at all (Merrell et al., 2006).]

Published: Oct 23, 2010

Keywords: School Psychologist; School Personnel; Social Validity; Disruptive Behavior Problem; Suicide Prevention Program

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