TY - JOUR
T1 - Advancing intervention research in school psychology
T2 - Finding the balance between process and outcome for social and behavioral interventions
AU - Cappella, Elise
AU - Reinke, Wendy M.
AU - Hoagwood, Kimberly E.
PY - 2011
Y1 - 2011
N2 - School psychology research focused on child outcomes is critical for understanding which social and behavioral interventions affect children in schools. Yet effective interventions fulfill their promise when they fit their implementation contexts, are implemented well with existing resources, and can be sustained or scaled up to new populations. Process research to inform the work that occurs before outcome evaluation and during scale-up efforts remains underspecified. Toward this aim, we provide a conceptual model and guiding themes for conducting rigorous and responsive intervention development in school contexts. We introduce how the articles in this special series exemplify these themes and illuminate the methodological and conceptual approaches to this work. Documenting the research steps of intervention development, implementation, and dissemination may help to advance theoretical models of intervention science as well as guide school psychologists to build and install programs that allow more children to succeed in school.
AB - School psychology research focused on child outcomes is critical for understanding which social and behavioral interventions affect children in schools. Yet effective interventions fulfill their promise when they fit their implementation contexts, are implemented well with existing resources, and can be sustained or scaled up to new populations. Process research to inform the work that occurs before outcome evaluation and during scale-up efforts remains underspecified. Toward this aim, we provide a conceptual model and guiding themes for conducting rigorous and responsive intervention development in school contexts. We introduce how the articles in this special series exemplify these themes and illuminate the methodological and conceptual approaches to this work. Documenting the research steps of intervention development, implementation, and dissemination may help to advance theoretical models of intervention science as well as guide school psychologists to build and install programs that allow more children to succeed in school.
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M3 - Review article
AN - SCOPUS:84856673703
SN - 0279-6015
VL - 40
SP - 455
EP - 464
JO - School Psychology Review
JF - School Psychology Review
IS - 4
ER -