Advancing intervention research in school psychology: Finding the balance between process and outcome for social and behavioral interventions

Elise Cappella, Wendy M. Reinke, Kimberly E. Hoagwood

Research output: Contribution to journalArticle

Abstract

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.

Original languageEnglish (US)
Pages (from-to)455-464
Number of pages10
JournalSchool Psychology Review
Volume40
Issue number4
StatePublished - 2011

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psychology
Psychology
Research
school
school psychologist
research process
Theoretical Models
science
evaluation
resources
Population

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education

Cite this

Advancing intervention research in school psychology : Finding the balance between process and outcome for social and behavioral interventions. / Cappella, Elise; Reinke, Wendy M.; Hoagwood, Kimberly E.

In: School Psychology Review, Vol. 40, No. 4, 2011, p. 455-464.

Research output: Contribution to journalArticle

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