Education Drivers

Best Available Evidence Overview

Best available evidence is one of the cornerstones of evidence-based decision making. The implication is that evidence falls along a continuum from very strong evidence at one end to very weak evidence at the other end. In a perfect world, decisions would always be based on very strong evidence, but, in reality, many situations occur in which the evidence is less than very rigorous. There are three considerations in making judgments about the best available evidence: (1) the scientific rigor of the studies being evaluated, (2) the amount of evidence relevant to the specific problem, and (3) the relevance of the evidence to the specific situation under consideration. A study is deemed to be more rigorous if the experimenters have controlled for factors that might provide an alternative explanation for the results. Generally speaking, the greater the amount of evidence supporting an outcome, the more confidence decision makers have in their decisions. The relevance of a study to a particular practice question can vary depending on such factors as participants, interventions, settings, implementers, and outcomes.

Publications

TITLE
SYNOPSIS
CITATION
Implementing the Findings of Research: Bridging the Gap between Knowledge and Practice

This book provides a guide to the conceptual and practical knowledge principals, superintendents, and other school leaders need to implement evidence-based educational innovations.

Wallace, F., Blasé, K., Fixsen, D., & Naoom, S. (2008). Implementing the Findings of Research: Bridging the Gap between Knowledge and Practice. Educational Research Service.

Evidence-Based Practice in the Broader Context: How Can We Really Use Evidence to Inform Decisions?

This paper provides an overview of the considerations when introducing evidence-based services into established mental health systems.

Chorpita, B. F., & Starace, N. K. (2010). Evidence-Based Practice in the Broader Context: How Can We Really Use Evidence to Inform Decisions? Journal of Evidence-Based Practices for Schools, 11(1), 4-29.

Evidence-Based, Empirically Supported, OR Best Practice?

Evidence-based, empirically-supported, and best practice are often used interchangeably. A case is made that for clarity each term should have a separate and distinct meaning.

Detrich, R. (2008). Evidence-Based, Empirically Supported, OR Best Practice?. Effective practices for children with autism, 1.

A roadmap to evidence-based education: Building an evidence-based culture

Increasing education’s reliance on evidence to guide decisions requires a significant change in the culture of districts and schools. This paper reviews the implications of moving toward evidence-based education.

Detrich, R., Keyworth, R., & States, J. (2007). A Roadmap to Evidence-based Education: Building an Evidence-based Culture. Journal of Evidence-based Practices for Schools, 8(1), 26-44.

Evidence-Based Education and Best Available Evidence: Decision-Making Under Conditions of Uncertainty

Evidence-based practice is a framework for decision making.  Even with high quality evidence there are likely sources of uncertainty that practitioners must confront.

Detrich, R., Slocum, T. A., & Spencer, T. D. (2013). Evidence-based education and best available evidence: decision-making under conditions of uncertainty. Evidence-Based Practices, 26, 21.

 

Presentations

TITLE
SYNOPSIS
CITATION
Identifying Research-based Practices for RtI: Scientifically Based Reading

This paper examines the types of research to consider when evaluating programs, how to know what “evidence’ to use, and continuums of evidence (quantity of the evidence, quality of the evidence, and program development).

Twyman, J. (2007). Identifying Research-based Practices for RtI: Scientifically Based Reading [Powerpoint Slides]. Retrieved from 2007-wing-presentation-janet-twyman.

Evolution of the Revolution: How Can Evidence-based Practice Work in the Real World?
This paper provides an overview of the considerations when introducing evidence-based services into established mental health systems.
Chorpita, B. (2008). Evolution of the Revolution: How Can Evidence-based Practice Work in the Real World? [Powerpoint Slides]. Retrieved from 2008-wing-presentation-bruce-chorpita.
If We Want More Evidence-based Practice, We Need More Practice-based Evidence
This paper discusses the importance, strengths, and weaknesses of using practice-based evidence in conjunction with evidence-based practice.
Cook, B. (2015). If We Want More Evidence-based Practice, We Need More Practice-based Evidence [Powerpoint Slides]. Retrieved from 2015-wing-presentation-bryan-cook.
From Evidence-based Practice to Practice-based Evidence: Behavior Analysis in Special Education
Evidence-based practice is a decision making framework. This talk reviews the types of evidence that can be used in decision-making and when each source of evidence is best used.
Detrich, R. (2006). From Evidence-based Practice to Practice-based Evidence: Behavior Analysis in Special Education [Powerpoint Slides]. Retrieved from 2006-calstatefresnoaba-presentation-ronnie-detrich.
Evidence, Ethics, and the Law
This paper reviews the legal and ethical basis for relying on scientifically supported interventions to improve outcomes for students.
Detrich, R. (2007). Evidence, Ethics, and the Law [Powerpoint Slides]. Retrieved from 2007-apbs-presentation-ronnie-detrich.
Evidence-based Education: It Isn't as Simple as You Might Think
On the face of it, the mandate to utilize scientifically supported interventions to improve outcomes seems obvious and straighforward. The paper reviews the challenges involved in doing so.
Detrich, R. (2007). Evidence-based Education: It Isn't as Simple as You Might Think [Powerpoint Slides]. Retrieved from 2007-calaba-ebe-presentation-ronnie-detrich.
An Expanded Model of Evidence-based Practice in Special Education
This paper reviews the types of evidence that can used to guide decision-making in special education as well as the necessity for high quality implementation, and monitoring the effects of intervention.
Detrich, R. (2006). An Expanded Model of Evidence-based Practice in Special Education [Powerpoint Slides]. Retrieved from 2006-campbell-presentation-ronnie-detrich.
Single Subject Research and Evidence-based Interventions: Are SSDs Really the Ugly Stepchild?
In most discussions about high quality research, single participant designs have been relegated to a lower status. This paper reviews the characteristics of SSDs and the contributions they can make to the evidence-base.
Detrich, R. (2007). Single Subject Research and Evidence-based Interventions: Are SSDs Really the Ugly Stepchild? [Powerpoint Slides]. Retrieved from 2007-aba-presentation-ronnie-detrich.
Evidence-based Education: Can We Get There From Here?
This paper reviews the steps that will be necessary to make evidence-based education a reality.
Detrich, R. (2008). Evidence-based Education: Can We Get There From Here? [Powerpoint Slides]. Retrieved from 2007-calaba-ebe-presentation-ronnie-detrich.
IDEIA and Evidence-based Interventions: Implications for Practitioners
The reauthorization of special education law (IDEIA) emphasizes using scientifically supported programs. This talk reviews the implications for special education practitioners.
Detrich, R. (2008). IDEIA and Evidence-based Interventions: Implications for Practitioners [Powerpoint Slides]. Retrieved from 2008-apbs-txint-presentation-ronnie-detrich.
The Ethical and Legal Basis for Evidence-based Education: Implications for the Profession
No Child Left Behind emphasized the importantance of utilizing practices that are scientifically supported. This paper reviews the implications of evidence-based education for the profession.
Detrich, R. (2008). The Ethical and Legal Basis for Evidence-based Education: Implications for the Profession [Powerpoint Slides]. Retrieved from 2008-teacher-presentation-ronnie-detrich.
The Four Assumptions of the Apocalypse
This paper examines the four basic assumptions for effective data-based decision making in education and offers strategies for addressing problem areas.
Detrich, R. (2009). The Four Assumptions of the Apocalypse [Powerpoint Slides]. Retrieved from 2009-wing-presentation-ronnie-detrich.
Evidence-based Practice for Applied Behavior Analysts: Necessary or Redundant
Evidence-based practice has been described as a decision making framework. This presentation describes the features and challenges of this perspecive.
Detrich, R. (2015). Evidence-based Practice for Applied Behavior Analysts: Necessary or Redundant [Powerpoint Slides]. Retrieved from 2013-aba-presentation-ronnie-detrich-tim-slocum-teri-lewis-trina.
Workshop: Evidence-based Practice of Applied Behavior Analysis.
Evidence-based practice is a decision-making framework that integrates best available evidence, professional judgement, and client values and context. This workshop described the relationship across these three dimensions of decision-making.
Detrich, R. (2015). Workshop: Evidence-based Practice of Applied Behavior Analysis. [Powerpoint Slides]. Retrieved from 2015-missouriaba-workshop-presentation-ronnie-detrich.
Data-Based Decision Making for Students Social Behavioral Difficulties
This paper discusses methods for making valid data-based decisions for student social behavior.
Gresham, F. (2009). Data-Based Decision Making for Students Social Behavioral Difficulties [Powerpoint Slides]. Retrieved from 2009-wing-presentation-frank-gresham.
Professional Judgment: Fallibility, Inevitability,and Manageability
This paper examines the many obstacles to effective professional judgment, the role it plays, and strategies for improving this critical function.
Keyworth, R. (2007). Professional Judgment: Fallibility, Inevitability,and Manageability [Powerpoint Slides]. Retrieved from 2007-aba-presentation-rk.
TITLE
SYNOPSIS
CITATION
Changing cultural practices: A contextualist framework for intervention research.

This book is a very serious effort to apply behavioral psychology to culture change. The book begins with a technical discussion of the principles of reinforcement and then moves on to a discussion of how one changes cultural practices.

Biglan, A. (1995). Changing cultural practices: A contextualist framework for intervention research. Reno, NV, US: Context Press.

 

The scientist-practitioner: Research and accountability in the age of managed care

In this book, the authors point to the opportunities that exist for scientist-practitioners and attempt to prepare students to succeed in the era of managed care. The purpose is to describe in some detail methods of developing, administering, evaluating, and training in the delivery of behavioral health care and education services that will epitomize the role of the scientist-practitioner.

Hayes, S. C., Barlow, D. H., & Nelson-Gray, R. O. (1999). The scientist practitioner: Research and accountability in the age of managed care (2nd ed.). Needham Heights, MA, US: Allyn & Bacon.

 

Handbook of research in emotional and behavioral disorders

This book brings together 70 top researchers and scholars in the field to address the major foundational, assessment, characteristics, intervention, and methodological issues facing the field of emotional and behavioral disorders (EBD) of children and adolescents

Rutherford, R. B., Quinn, M. M., & Mathur, S. R. (Eds.). (2004). Handbook of research in emotional and behavioral disorders. New York: Guilford Press.

Evaluation in clinical practice: Clinically sensitive and systematic methods of treatment delivery

 The present paper makes the case for systematic assessment and evaluation in clinical practice. The purpose of systematic evaluation is to enhance client care and to improve the basis for drawing inferences about treatment and therapeutic change.

Kazdin, A. E. (1993). Evaluation in clinical practice: Clinically sensitive and systematic methods of treatment delivery. Behavior Therapy24(1), 11-45.

Experimental and quasi-experimental designs for general causal inference.

This book represents updates in the field over the last two decades. The book covers four major topics in field experimentation.

Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference.

Effects of Candy and Social Reinforcement, Instructions, and Reinforcement Schedule Leaning on the Modification and Maintenance of Smiling.

Two retarded boys exhibited abnormally low rates of smiling. In Exp. I, the frequency of a boy's smiling was first increased with candy reinforcement, but the frequency of the response did not decrease when candy reinforcement was terminated.

A National Survey of Practicing Psychologists' Attitudes Toward Psychotherapy Treatment Manuals

The purpose of the present study was to survey a large national sample of practitioners regarding their attitudes and beliefs about the role of psychotherapy treatment manuals in clinical practice.

Addis, M. E., & Krasnow, A. D. (2000). A national survey of practicing psychologists' attitudes toward psychotherapy treatment manuals. Journal of consulting and clinical psychology68(2), 331.

Inequality and Economic Growth: The Perspective of the New Growth Theories

We analyze the relationship between inequality and economic growth from two directions. The first part of the survey examines the effect of inequality on growth. The second part analyzes several mechanisms whereby growth may increase wage inequality, both across and within education cohorts.

Aghion, P., Caroli, E., & Garcia-Penalosa, C. (1999). Inequality and economic growth: The perspective of the new growth theories. Journal of Economic literature37(4), 1615-1660.

Extrinsic Reinforcement in the Classroom: Bribery or Best Practice

The debate over the effects of the use of extrinsic reinforcement in classrooms, businesses, and societal settings has been occurring for over 30 years. This article examines the debate with an emphasis on data-based findings. The extrinsic/intrinsic dichotomy is explored along with seminal studies in both the cognitive and behavioral literature. 

Akin-Little, K. A., Eckert, T. L., Lovett, B. J., & Little, S. G. (2004). Extrinsic reinforcement in the classroom: Bribery or best practice. School Psychology Review33(3), 344-362.

Chronic Student Absenteeism: A Significant and Overlooked Obstacle to Student Achievement

This overview examines the best available evidence from a wide range of descriptive and correlational analyses executed by various state and city education departments, research groups, and academic researchers. Fortunately, the data paint an unequivocal picture. The results are overwhelmingly consistent across levels of analysis (school, students), units of measurement (achievement tests, graduation rates, dropout rates), areas of focus (reading, math, social indicators), units of education (grades, schools), and students of all demographics. Additionally, each analysis shows a linear relationship between absences and performance; the greater the number of absences, the worse the performance.

Alexander, K. L., Entwisle, D. R., & Olson, L. S. (2001). Schools, achievement, and inequality: A seasonal perspective. Educational Evaluation and Policy Analysis, 23(2), 171–191. 

Allison, M. A., Attisha, E., & AAP Council on School Health. (2019). The link between school attendance and good health. Pediatrics, 143(2). e20183648

Anguiano, M., Eastin D., Fine, M, Lockyer, B., Robles, D., Santana, M.,…Wong, K. (2015). Los Angeles Unified School District Report of the Independent Financial Review Panel. Los Angeles, CA: Los Angeles Unified School District.

Applied Survey Research. (2011). Attendance in early elementary grades: Associations with student characteristics, school readiness, and third grade outcomes. San Francisco, CA: Attendance Works.

Ashby, C. M. (2010). K–12 education: Many challenges arise in educating students who change schools frequently.Report to Congressional Requesters (GAO-11-40). Washington, DC: Government Accountability Office.

Attendance Works. (2018).3 tiers of intervention.Retrieved from https://www.attendanceworks.org/chronic-absence/addressing-chronic-absence/3-tiers-of-intervention/

Attendance Works and Everyone Graduates Center. (2017). Portraits of change: Aligning school and community resources to reduce chronic absence.Retrieved from https://www.attendanceworks.org/portraits-of-change/

Balfanz, R., & Byrnes, V. (2012). The importance of being in school: A report on absenteeism in the nation’s public schools. Baltimore, MD: Johns Hopkins University Center for Social Organization of Schools.

Balfanz, R., & Byrnes, V. (2013). Meeting the challenge of combating chronic absenteeism: Impact of the NYC mayor’s interagency task force on chronic absenteeism and school attendance and its implications for other cities. Baltimore, MD: Johns Hopkins School of Education.

Balfanz, R., Durham, R., & Plank, S. (2008). Lost days: Patterns and levels of chronic absenteeism among Baltimore City public school students 1999-00 to 2005-06. Baltimore, MD: Baltimore Education Research Consortium.

Balfanz, R., Herzog, L., & Mac Iver, D. J. (2007). Preventing student disengagement and keeping students on the graduation path in urban middle-grades schools: Early identification and effective interventions. Educational Psychologist42(4), 223–235. 

Baltimore Education Research Consortium. (2011). Destination graduation: Sixth grade early warning indicators for Baltimore city schools. Their prevalence and impact. Baltimore, MD: Author.

Bauer, L., Liu, P., Whitmore Schanzenbach, D., & Shambaugh, J. (2018). Reducing chronic absenteeism under the every student succeeds act. The Hamilton Project. Washington, DC: Brookings Institute. Retrieved from http://www.hamiltonproject.org/assets/files/reducing_chronic_absenteeism_under_the_every_student_succeeds_act.pdf

Buehler, M. H., Tapogna, J., Chang, H. N., & ECO Northwest, Ltd. (2012). Why being in school matters: Chronic absenteeism in Oregon Public Schools. Attendance Works. 

Burkam, D. T., Ready, D. D., Lee, V. E., & LoGerfo, L. (2004). Social-class differences in summer learning between kindergarten and first grade: Model specification and estimation. Sociology of Education, 77(1), 1­–31.

Chang, H. N., Bauer, L., & Byrnes, V. (2018). Data matters: Using chronic absence to accelerate action for student success.Attendance Worksand Everyone Graduates Center. 

Chang, H. N., & Romero, M. (2008). Present, engaged, and accounted for: The critical importance of addressing chronic absence in the early grades.New York, NY: National Center for Children in Poverty. 

Chen, C., & Stevenson, H. W. (1995). Motivation and mathematics achievement: A comparative study of Asian‐American, Caucasian‐American, and East Asian high school students. Child Development66(4), 1215–1234. 

Chingos, M., & Blagg, K. (2017). Making sense of state school funding policy.Washington, DC: Urban Institute. 

Coelho, R., Fischer, S., McKnight, F., Matteson, S., & Schwartz, T. (2015). The effects of early chronic absenteeism on third-grade academic achievement measures.Madison, WI: Robert M. La Follette School of Public Affairs, University of Wisconsin.

Connell, J. P., Spencer, M. B., & Aber, J. L. (1994). Educational risk and resilience in African‐American youth: Context, self, action, and outcomes in school. Child Development65(2), 493­–506.

da Costa Nunez, R., Erb-Downward, J., & Shaw-Amoah, A. (2015). Empty seats: The epidemic of absenteeism among homeless elementary students. New York, NY: Institute for Children, Poverty & Homelessness. Retrieved from https://www.attendanceworks.org/wp-content/uploads/2017/12/ICPH-Policy-Report_Empty-Seats_Chronic-Absenteeism.pdf

Digest of Education Statistics. (2017). Homeless students enrolled in public elementary and secondary schools, by grade, primary nighttime residence, and selected student characteristics: 2009-10 through 2015–16.Table 204.75a.Washington, DC: U.S. Department of Education, National Center for Education Statistics.

Downey, D. B., von Hippel, P. T., & Broh, B. A. (2004). Are schools the great equalizer? Cognitive inequality during the summer months and the school year. American Sociological Review, 69(5), 613–635.

Durán-Narucki, V. (2008). School building condition, school attendance, and academic achievement in New York City public schools: A mediation modelJournal of environmental psychology28(3), 278–286.

Epstein, J. L. & Sheldon, S. B. 2002. Present and accounted for: Improving student attendance through family and community involvementJournal of Educational Research 95(5): 308–318.

Fantuzzo, J. W., LeBoeuf, W. A., Chen, C. C., Rouse, H. L., & Culhane, D. P. (2012). The unique and combined effects of homelessness and school mobility on the educational outcomes of young children. Educational Researcher, 41(9), 393–402.

Fiester, L. (2010). Early warning! Why reading by the end of third grade matters.Kids Count special report. Baltimore, MD: Annie E. Casey Foundation.

GAO, (1994) Elementary school children: Many change schools frequently, harming their education,GAO/HEHS-94-45 (Washington, D.C.: Feb. 4, 1994).

Ginsburg, A., Jordan, P., & Chang, H. (2014). Absences Add Up: How School Attendance Influences Student Success. Attendance Works.

Gottfried, M. A. (2010). Evaluating the relationship between student attendance and achievement in urban elementary and middle schools: An instrumental variables approach. American Educational Research Journal47(2), 434–465.

Gottfried, M. A. (2014). Chronic absenteeism and its effects on students’ academic and socio-emotional outcomes. Journal of Education for Students Placed at Risk (JESPAR)19(2), 53–75.

Gottfried, M. A. (2015). Chronic absenteeism in the classroom context: Effects on achievement. Urban Education,54(1), 3–34.

Gottfried, M. A. & Hutt, E.L. (Eds.). (2019). Absent from school: Understanding and addressing student absenteeism.Cambridge, MA: Harvard Education Press.

Harris, Kamala. (2016). In School + On Track 2016.Sacramento, CA: Office of the Attorney General, State of California Department of Justice.

Henderson, T., Hill, C., & Norton, K. (2014). The connection between missing school and health: A review of chronic absenteeism and student health in Oregon.Portland, OR: Upstream Public Health.

Hernandez, D. (2011). Double jeopardy: How third-grade reading skills and poverty influence high school graduation.Baltimore, MD: Annie E. Casey Foundation.

Hess, F. M., & McShane, M. Q. (2018), Bush-Obama school reform: Lessons learned.Cambridge, MA: Harvard Education Press.

Johnson, G. M. (2005). Student alienation, academic achievement, and WebCT use. Journal of Educational Technology & Society8(2), 179–189.

Kearney, C. A. (2016). Managing school absenteeism at multiple tiers: An evidence-based and practical guide for professionals. New York City, NY: Oxford University Press.

Kearney, C. A., & Graczyk, P. (2014). A response to intervention model to promote school attendance and decrease school absenteeism. Child & Youth Care Forum,43(1), 1–25.

Lawrence, E. M., Rogers, R. G., & Zajacova, A. (2016). Educational attainment and mortality in the United States: Effects of degrees, years of schooling, and certification. Population Research and Policy Review35(4), 501–525.

 London, R, A., Sanchez, M., & Castrechini, S. (2016). The dynamics of chronic absence and student achievement. Education Policy Analysis Archives, 24(112), 1–27.

Losen, D. J., & Whitaker, A. (2018). 11 million days lost: Race, discipline, and safety at U.S. public schools. A joint report by the Center for Civil Rights Remedies of UCLA’s Civil Rights Project and the American Civil Liberties Union of Southern California.  

Mac Iver, M. A., & Messel, M. (2012). Predicting high school outcomes in the Baltimore city public schools.The Senior Urban Education Research Fellowship Series. Volume VII. Washington, DC: Council of the Great City Schools.

NAEP Data Explorer, 2015 and 2017 mathematics and reading assessments. Washington, DC: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP). Retrieved from https://nces.ed.gov/nationsreportcard/naepdata/

NAEP Data Explorer, 2015 and 2017 reading and mathematics scale scores of 4th, 8th, and 12th graders and percentage absent from school, by selected characteristics and number of days absent in the last month. Table 227.50. Washington, DC: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP). Retrieved from https://www2.ed.gov/datastory/chronicabsenteeism.html#one

National Forum on Education Statistics. (2009). Every school day counts: The forum guide to collecting and using attendance data (NFES 2009–804). Washington, DC: U.S. Department of Education, National Center for Education Statistics.

Nowicki,J. M. (2018). K–12 Education: Discipline disparities for Black students,boys, and students with disabilities. Report to Congressional Requesters. GAO-18-258. Washington, DC: Government Accountability Office.

Olsen, L. S. (2014). Why September matters: Improving student attendance.Policy brief. Baltimore, MD: Baltimore Education Research Consortium.

Office for Civil Rights. (2016). 2013–2014 civil rights data collection: A first look.

Railsback J. (2004). Increasing student attendance: Strategies from research and practice.Northwest Regional Educational Laboratory. Portland, OR.

Ready, D. D. (2010). Socioeconomic disadvantage, school attendance, and early cognitive development: The differential effects of school exposure. Sociology of Education 83(4): 271–286.

Robertson, A. A., & Walker, C. S. (2018). Predictors of justice system involvement: Maltreatment and education. Child Abuse & Neglect76, 408–415.

Robinson, C. D., Lee, M. G., Dearing, E., & Rogers, T. (2018). Reducing student absenteeism in the early grades by targeting parental beliefs. American Educational Research Journal55(6), 1163–1192.

Rogers, T., & Feller, A. (2018). Reducing student absences at scale by targeting parents’ misbeliefsNature Human Behaviour2(5), 335.

Romero, M., & Lee, Y. (2007). A national portrait of chronic absenteeism in the early grades.New York, NY: National Center for Children in Poverty, the Mailman School of Public Health at Columbia University.

Rumberger, R. W. (2015). Student mobility: Causes, consequences, and solutions. Boulder, CO: National Education Policy Center, University of Colorado.

Snell L., Smith, G. A., Koteskey, T., Joffe, M., & Bui, T. (2018). A 2018 evaluation of LAUSD’s fiscal outlook: Revisiting the findings of the 2015 Independent Financial Review Panel.Los Angeles, CA: Los Angeles Unified School District.

Telfair, J., & Shelton, T. L. (2012). Educational attainment as a social determinant of health. North Carolina Medical Journal, 73(5), 358–365.

Tourangeau, K., Nord, C., Lê, T., Sorongon, A. G., & Najarian, M. (2009). Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K): Combined User's Manual for the ECLS-K Eighth-Grade and K-8 Full Sample Data Files and Electronic Codebooks. NCES 2009-004. National Center for Education Statistics.

U.S. Department of Education. (2008). A uniform, comparable graduation rate: How the final regulations for Title I hold schools, districts, and states accountable for improving graduation rates. Retrieved from https://www2.ed.gov/policy/elsec/reg/proposal/uniform-grad-rate.html

U.S. Department of Education, Office for Civil Rights, 2013–2014 Civil Rights Data Collection. A First Look; Key Data Highlights on Equity and Opportunity Gaps in Our Nation’s Public Schools.Retrieved from https://www2.ed.gov/about/offices/list/ocr/docs/2013-14-first-look.pdf

U.S. Department of Education, Office for Civil Rights, 2015–2016 Civil Rights Data Collection. Chronic absenteeism in the nation’s schools: A hidden educational crisis. Retrieved from https://www2.ed.gov/datastory/chronicabsenteeism.html#one

Utah Education Policy Center [UEPC]. (2012). Research brief: Chronic absenteeism.Retrieved from https://www.schools.utah.gov/file/31291767-087c-4edb-8042-87f272507c1d

Introduction to measurement theory

The authors effectively cover the construction of psychological tests and the interpretation of test scores and scales; critically examine classical true-score theory; and explain theoretical assumptions and modern measurement models, controversies, and developments.

Allen, M. J., & Yen, W. M. (2001). Introduction to measurement theory. Waveland Press.

Calculating effect sizes for meta-analysis: The case of the single case

This paper reviews methods for deriving measures of effect for interrupted time-series (single case) designs.

Allison, D. B., & Gorman, B. S. (1993). Calculating effect sizes for meta-analysis: The case of the single case∗. Behaviour Research and Therapy31(6), 621-631.

Standards for educational and psychological testing

The “Standards for Educational and Psychological Testing” were approved as APA policy by the APA Council of Representatives in August 2013. 

American Educational Research Association, American Psychological Association, Joint Committee on Standards for Educational, Psychological Testing (US), & National Council on Measurement in Education. (1985). Standards for educational and psychological testing. American Educational Research Association.

Client satisfaction, clinical significance, and meaningful change in psychotherapy.

Evaluated the use of the N. S. Jacobson et al (see record 1985-00073-001) criteria for clinical significance in psychotherapy data analysis.

Ankuta, G. Y., & Abeles, N. (1993). Client satisfaction, clinical significance, and meaningful change in psychotherapy. Professional Psychology: Research and Practice, 24(1), 70-74.

Treatment alternatives for Attention-Deficit/ Hyperactivity Disorder (ADHD)

Objective: To review alternative treatments (Tx) of Attention-Deficit/Hyperactivity Disorder (ADHD)those other than psychoactive medication and behavioral/psychosocial Tx-for the November, 1998 National Institute of Health (NIH) Consensus Development Conference on ADHD.

Arnold, L. E. (1999). Treatment alternatives for attention-deficit! hyperactivity disorder (ADHD). Journal of attention disorders3(1), 30-48.

Teacher churning: Reassignment rates and implications for student achievement.

The authors use panel data from New York City to compare four ways in which teachers are new to assignment: new to teaching, new to district, new to school, or new to subject/grade. 

Atteberry, A., Loeb, S., & Wyckoff, J. (2017). Teacher churning: Reassignment rates and implications for student achievement. Educational Evaluation and Policy Analysis39(1), 3-30.

The condition of education 2012

The Condition of Education. This year’s report presents 49 indicators of important developments and trends in U.S. education.

Aud, S., Hussar, W., Johnson, F., Kena, G., Roth, E., Manning, E., ... & Zhang, J. (2012). The Condition of Education 2012. NCES 2012-045. National Center for Education Statistics.

The condition of education 2011

The Condition of Education. This year's report presents 50 indicators of important developments and trends in U.S. education.

Aud, S., Hussar, W., Kena, G., Bianco, K., Frohlich, L., Kemp, J., & Tahan, K. (2011). The Condition of Education 2011. NCES 2011-033. National Center for Education Statistics.

Knowledge Utilization: The Third Wave

The Knowledge Utilization Society provides a home for researchers, scholars, and others who examine the processes of knowledge utilization and develop and test strategies for planned change in public and private institutions.

Backer, T. E. (1991). Knowledge utilization: The third wave. Knowledge12(3), 225-240.

Synthesis of behavioral science learnings about technology transfer

This chapter reviews a set of behavioral science findings derived from the November 1993 NIDA Technical Review, “Reviewing the Behavioral Science Knowledge Base on Technology Transfer.” This is not intended to be a complete recapitulation of the arguments and conclusions drawn by the authors of the 14 papers presented in this monograph.

Backer, T. E., & David, S. L. (1995). Synthesis of behavioral science learnings about technology transfer. NIDA research monograph155, 262-279.

The Future of Behavior Analysis in Educational Settings

In 1980, a national conference (Ysseldyke & Weinberg, 1981) acknowledged a growing crisis of morale and mission in the discipline of school psychology. As part of that conference, Baer and Bushell (1981) described the accomplishments of behavior-analytic approaches to public education. 

Baer, D. M. (1988). The Future of Behavior Analysis in Educational Settings. In Handbook of Behavior Therapy in Education (pp. 823-828). Springer, Boston, MA.

Some Current Dimensions of Applied Behavior Analysis

Analytic behavioral application is the process of applying sometimes tentative principles of behavior to the improvement2 of specific behaviors, and simultaneously evaluating whether or not any changes noted are indeed attributable to the process of application-and if so, to what parts of that process.

Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis 1. Journal of applied behavior analysis1(1), 91-97.

Research Methods in Applied Behavior Analysis

This book is a practical text that provides the beginning researcher with a clear description of how behavior analysts conduct applied research and submit it for publication. In a sequence of ten logical steps, the text covers the elements of single-case research design and the practices involved in organizing, implementing, and evaluating research studies.

Bailey, J. S., & Burch, M. R. (2017). Research methods in applied behavior analysis. Routledge.

Ending the Science Wars

This book has been raging for decades, raising many questions about the power of science. The book not only helps resolve many current debates about science, but it is also a major contribution to explaining science in terms of a powerful philosophical system.

Baldwin, J. D. (2015). Ending the science wars. Routledge.

Psychological Interventions in the Era of Managed Competition

This article reviews evidence suggesting that psychological interventions from a variety of theoretical perspectives have demonstrated effectiveness for a wide range of disorders—either alone or, in some cases, in combination with medications.

Barlow, D. H. (1994). Psychological interventions in the era of managed competition. Clinical Psychology: Science and Practice1(2), 109-122.

Single case experimental designs: strategies for studying behavior for change

The purpose of this book is to provide a comprehensive sourcebook on single case experimental designs with practical guidelines for their use in a range of research and clinical settings. 

 

Barlow, D. H., Nock, M., & Hersen, M. (2009). Single case experimental designs: Strategies for studying behavior for change (No. Sirsi) i9780205474554).

Decision Reliability and Validity: Contributions and Limitations of Alternative Assessment Strategies

In this paper, the concepts of decision reliability and validity, extensions of reliability and validity theory that encompass decision outcomes, are used to frame a general analysis of three alternative assessment strategies: multiple gating, template matching, and time-series methods.

Barnett, D. W., & Macmann, G. M. (1992). Decision reliability and validity: Contributions and limitations of alternative assessment strategies. The Journal of Special Education25(4), 431-452.

Identifying and Implementing Education Practices Supported by Rigorous Evidence: A User Friendly Guide.

This Guide seeks to provide assistance to educational practitioners in evaluating whether an educational intervention is backed by rigorous evidence of effectiveness, and in implementing evidence-based interventions in their schools or classrooms.

Baron, J. (2004). Identifying and Implementing Education Practices Supported by Rigorous Evidence: A User Friendly Guide. Journal for Vocational Special Needs Education26, 40-54.

The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations.

In this article, we attempt to distinguish between the properties of moderator and mediator variables at a number of levels.

Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of personality and social psychology51(6), 1173.

Establishing Specificity in Psychotherapy: A Meta-Analysis of Structural Equivalence of Placebo Controls

s. In this study, the authors used meta-analytic procedures to test one possible factor contributing to the attenuation of effects: structural inequalities between placebo and active treatments.

Baskin, T. W., Tierney, S. C., Minami, T., & Wampold, B. E. (2003). Establishing specificity in psychotherapy: a meta-analysis of structural equivalence of placebo controls. Journal of consulting and clinical psychology71(6), 973.

Beall’s List of Predatory Journals and Publishers

This news item offers a list of questionable, scholarly open-access publishers. In an era in which we are bombarded with volumes of research, it becomes ever more challenging to decide which journals and publishers are reputable. This web site reviews, assesses, and provides guidelines on how to decide which are trustworthy, whether you want to submit articles, serve as an editor, or serve on an editorial board. The web site provides a list that mostly consists of open access journals, although, a few non-open access publishers whose practices match those of predatory publishers have been added to the list.

 

Beall, J. (2012). Predatory publishers are corrupting open access. Nature, 489(7415), 179.

Identifying Empirically Supported Treatments: What If We Didn't?

The conclusion of the Division 12 Task Force's report on empirically supported treatments raises 3 questions.  It is concluded that the Task Force's selection of criteria, particularly as modified by D. L. Chambless and S. D. Hollon (1998), was a reasonable response to these pressures. 

Beutler, L. E. (1998). Identifying empirically supported treatments: What if we didn't?. Journal of consulting and clinical psychology66(1), 113.

A continuum of care: More is not always better.

This article describes an $80-million project designed to test whether a continuum of mental health and substance abuse services for children and adolescents is more cost-effective than services delivered in the more typical fragmented system. 

Bickman, L. (1996). A continuum of care: More is not always better. American Psychologist51(7), 689.

Practice makes perfect and other myths about mental health services.

After reviewing relevant scientific literature, the author concludes that these are myths with little or no evidence to support them. The author suggests 4 ways to improve the quality and effectiveness of services.

Bickman, L. (1999). Practice makes perfect and other myths about mental health services. American Psychologist54(11), 965.

The Fort Bragg continuum of care for children and adolescents: Mental health outcomes over 5 years.

The present study considered outcomes at 5-year follow-up to examine long-term effects from the continuum of care. 

Bickman, L., Lambert, E. W., Andrade, A. R., & Penaloza, R. V. (2000). The Fort Bragg continuum of care for children and adolescents: mental health outcomes over 5 years. Journal of consulting and clinical psychology68(4), 710.

choosing a paradigm to guide prevention research and practice

This paper examines the strengths and weaknesses of the three main paradigms that guide prevention research: organicism, mechanism, and contextualism

Biglan, A. (1995). Choosing a paradigm to guide prevention research and practice. Drugs & Society8(3-4), 149-160.

Should the behavioral sciences become more pragmatic? The case for functional contextualism in research on human behavior

The authors propose a version of contextualism as an alternative paradigm for the behavioral sciences. According to this paradigm, theories and research are evaluated in terms of their contribution to the prediction and influence of behavior. 

Biglan, A., & Hayes, S. C. (1996). Should the behavioral sciences become more pragmatic? The case for functional contextualism in research on human behavior. Applied and Preventive Psychology5(1), 47-57.

mobilizing positive reinforcement in communities to reduce youth access to tobacco

the objective of this research is to evaluate a community intervention to mobilise positive reinforcement for not selling tobacco to young people. 

Biglan, A., Henderson, J., Humphrey, D., Yasui, M., Whisman, R., Black, C., & James, L. (1995). Mobilising positive reinforcement to reduce youth access to tobacco. Tobacco Control4(1), 42.

The Integration of Research and Practice in the Prevention of Youth Problem Behaviors

This article describe recent developments in the integration of research-based practices into the prevention of youth problem behaviors.

Biglan, A., Mrazek, P. J., Carnine, D., & Flay, B. R. (2003). The integration of research and practice in the prevention of youth problem behaviors. American Psychologist58(6-7), 433.

What Psychology Has to Offer Education—Now

The author discusses what he believes to be the promise of this approach, its influence on the role of the school psychologist, and what educators can do if they choose to pursue the leads offered by this group. 

Bijou, S. W. (1970). What psychology has to offer education—now. Journal of Applied Behavior Analysis3(1), 65.

A Method to Integrate descriptive and Experimental Field Studies at The Level of Data and Empirical Concept.

It is the thesis of this paper that data from descriptive and experimental field studies can be interrelated at the level of data and empirical concepts if both sets are derived from frequency-of-occurrence measures.

Bijou, S. W., Peterson, R. F., & Ault, M. H. (1968). A METHOD TO INTEGRATE DESCRIPTIVE AND EXPERIMENTAL FIELD STUDIES AT THE LEVEL OF DATA AND EMPIRICAL CONCEPTS 1. Journal of applied behavior analysis1(2), 175-191.

Reducing severe aggressive and self-injurious behaviors with functional communication training.

Functional communication training incorporates a comprehensive assessment of the communicative functions of maladaptive behavior with procedures to teach alternative and incompatible responses.

Bird, F., Dores, P. A., Moniz, D., & Robinson, J. (1989). Reducing severe aggressive and self-injurious behaviors with functional communication training. American Journal on Mental Retardation, 94(1), 37-48.

External validity and experimental investigation of individual behavior

In the present article, it is argued that rules and conventions for generalizing in group-statistical research are different from those applying to single-subject research. 

Birnbrauer, J. S. (1981). External validity and experimental investigation of individual behaviour. Analysis and Intervention in Developmental Disabilities1(2), 117-132.

Human variable ratio performance

The generality of the mathematical principles of reinforcement (MPR) was tested with humans.

Bizo, L. A., Remington, B., D’Souza, L. S., Heighway, S. K., & Baston, C. (2002). Human variable ratio performance. Learning and motivation33(4), 411-432.

Evidence-Based Programs and Cultural Competence

This was a historic meeting among developers of evidence-based programs, leaders of various cultural, racial, and ethnic professional associations, and representatives of family associations. Evidence-based program implementation and cultural competence in human services have had parallel paths with limited intersection and dialogue.

Blase, K. A., & Fixsen, D. L. (2003). Evidence-based programs and cultural competence. Tampa, FL: National Implementation Research Network, Louis de la Parte Florida Mental Health Institute, University of South Florida.

Mega-analysis of meta-analyses: What works in special education and related services.

Explains how meta-analysis can be used to estimate the effectiveness of various teaching strategies in special education and related services. 

Blum lM, F. S. K. K., & Lloyd, J. W. (1997). Megaanalysis of meta-analysis: what works in special education. Teaching Exceptional Children29(6), 4-9.

Intervention-based school psychology services: Training for child-level accountability; preparing for program-level accountability

This research evaluated the outcomes of a school psychology training practicum by replicating intervention-based service delivery procedures established in prior research. 

Bonner, M., & Barnett, D. W. (2004). Intervention-based school psychology services: Training for child-level accountability; preparing for program-level accountability. Journal of School Psychology42(1), 23-43.

Professional development and teacher learning: Mapping the terrain

Teacher professional development is essential to efforts to improve our schools. This article maps the terrain of research on this important topic. It first provides an overview of what we have learned as a field, about effective professional development programs and their impact on teacher learning. 

Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher30(8), 3–15.

Randomized Experiments for Planning and Evaluation: A Practical Guide

Robert F Boruch's book untangles the complexities of randomized field experiments to enable researchers to evaluate better the impact of new programs. 

Boruch, R. F. (1997). Randomized experiments for planning and evaluation: A practical guide (Vol. 44). Sage.

Single Case Experimental Designs: Strategies for Studying Behavior Change

The purpose of this book is to provide a comprehensive sourcebook on single case experimental designs with practical guidelines for their use in a range of research and clinical settings.

Boyle, M. E. (1983). Single Case Experimental Designs: Strategies for Studying Behavior Change.

Identification of learning disabilities: Research to practice

The OSEP conference brought together people with different perspectives on LD (parents, researchers, practitioners, and policymakers) and resulted in this book, which examines the research on nine key issues concerning the identification of children with learning disabilities.

Bradley, R., Danielson, L., & Hallahan, D. P. (2002). Identification of learning disabilities: Research to practice. Routledge.

Qualitative Studies in Special Education

An overview of the many types of studies that fall into the qualitative design genre is provided. Strategies that qualitative researchers use to establish the authors’ studies as credible and trustworthy are listed and defined

Brantlinger, E., Jimenez, R., Klingner, J., Pugach, M., & Richardson, V. (2005). Qualitative studies in special education. Exceptional children71(2), 195-207.

Motivating Students to Learn.

This book offers principles and strategies to use in motivating students to learn.

Brophy, J. (2013). Motivating students to learn. Routledge.

Evaluating the Effects of Functional Communication Training in the Presence and Absence of Establishing Operations

The authors conducted functional analyses of aberrant behavior with 4 children with developmental disabilities, then implemented functional communication training (FCT) by using different mands across two contexts. 

Brown, K. A., Wacker, D. P., Derby, K. M., Peck, S. M., Richman, D. M., Sasso, G. M., ... & Harding, J. W. (2000). Evaluating the effects of functional communication training in the presence and absence of establishing operations. Journal of Applied Behavior Analysis33(1), 53-71.

Dramatic Cures for Juvenile Crime: An Evaluation of a Prisoner-Run Delinquency Prevention Program

This article describes an evaluation of a prisoner-run delinquency prevention program at Hawaii's major prison.

Buckner, J. C., & Chesney-Lind, M. (1983). Dramatic cures for juvenile crime: An evaluation of a prisoner-run delinquency prevention program. Criminal Justice and Behavior10(2), 227-247.

Children's Mental Health Service Use Across Service Sectors

This DataWatch explores the roles of human service sectors (mental health, education, health, child welfare, and juvenile justice) in providing mental health services for children.

Burns, B. J., Costello, E. J., Angold, A., Tweed, D., Stangl, D., Farmer, E. M., & Erkanli, A. (1995). Children's mental health service use across service sectors. Health affairs14(3), 147-159.

Effective Treatment for Mental Disorders in Children and Adolescents

As pressure increases for the demonstration of effective treatment for children with mental disorders, it is essential that the field has an understanding of the evidence base. To address this aim, the authors searched the published literature for effective interventions for children and adolescents and organized this review

Burns, B. J., Hoagwood, K., & Mrazek, P. J. (1999). Effective treatment for mental disorders in children and adolescents. Clinical child and family psychology review2(4), 199-254.

A Meta-analysis of Prereferral Intervention Teams: Student and Systemic Outcomes

Although prereferral intervention teams (PIT) are common in public schools, there is little and conflicting research to support them. The current article conducted an empirical meta-analysis of research on PITs by reviewing 72 articles.

Burns, M. K., & Symington, T. (2002). A meta-analysis of prereferral intervention teams: Student and systemic outcomes. Journal of School Psychology40(5), 437-447.

Single-case research design and analysis : new directions for psychology and education

This book has three main goals: to take stock of progress in the development of data-analysis procedures for single-subject research; to clearly explain errors of application and consider them within the context of new theoretical and empirical information of the time; and to closely examine new developments in the analysis of data from single-subject or small n experiments. 

Busk, P. L., Serlin, R. C., Kratochwill, T. R., & Levin, J. R. (1992). Single-case research design and analysis: New directions for psychology and education.

Evidence-Based Practice: How Did It Emerge and What Does It Mean for the Early Childhood Field?.

The authors discuss the emergence of the evidence-based practice movement and the challenges of integrating what we know from scientific research into daily practice with children and families.

Buysse, V., & Wesley, P. W. (2006). Evidence-Based Practice: How Did It Emerge and What Does It Mean for the Early Childhood Field?. Zero to Three (J)27(2), 50-55.

Reform as Experiments

Many of the difficulties lie in the intransigence of the research setting and in the presence of recurrent seductive pitfalls of interpretation. The bulk of this article will be devoted to these problems. 

Campbell, D. T. (1969). Reforms as experiments. American psychologist24(4), 409.

Experimental and quasi-experimental designs for research

This paper examines the validity of 16 experimental designs against 12 common threats to valid inference. By experiment, we refer to that portion of research in which variables are manipulated and their effects upon other variables observed.

Campbell, D. T., & Stanley, J. C. (2015). Experimental and quasi-experimental designs for research. Ravenio Books.

Why Education Experts Resist Effective Practices (And What It Would Take To Make Education More Like Medicine

The first section of this essay provides examples from reading and mathematics curricula that show experts dispensing unproven methods and flitting from one fad to another. The middle section describes how experts, for ideological reasons, have shunned some solutions that do display robust evidence of efficacy. The following sections show how public impatience has forced other professions to "grow up" and accept accountability and scientific evidence. The paper concludes with a plea to develop education into a mature profession.

Carnine, D. (2000). Why Education Experts Resist Effective Practices (And What It Would Take To Make Education More Like Medicine).

 

Why education experts resist effective practice: Report of the Thomas B. Fordham Foundation

This essay provides examples from reading and math curricula, describes how experts have, for ideological reasons, shunned some solutions that do display robust evidence of efficacy, then examines how public impatience has forced other professions to “grow up” and accept accountability and scientific evidence. 

Carnine, D. (2000). Why education experts resist effective practices (Report of the Thomas B. Fordham Foundation). Washington, DC: Thomas B. Fordham Foundation.

Reducing Behavior Problem Through Functional Communication

It is generally agreed that serious misbehavior in children should be replaced with socially appropriate behaviors, but few guidelines exist with respect to choosing replacement behaviors. The authors address this issue in two experiments.

Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of applied behavior analysis18(2), 111-126.

Comparison of Two Community Alternatives to Incarceration for Chronic Juvenile Offenders.

The relative effectiveness of group care (GC) and multidimensional treatment foster care (MTFC) was compared in terms of their impact on criminal offending, incarceration rates, and program completion outcomes for 79 male adolescents who had histories of chronic and serious juvenile delinquency. 

Chamberlain, P., & Reid, J. B. (1998). Comparison of two community alternatives to incarceration for chronic juvenile offenders. Journal of consulting and clinical psychology66(4), 624.

Empirically Supported Psychological Interventions: Controversies and Evidence

The work of several such task forces and other groups reviewing empirically supported treatments (ESTs) in the United States, United Kingdom, and elsewhere is summarized here, along with the lists of treatments that have been identified as ESTs

Chambless, D. L., & Ollendick, T. H. (2001). Empirically supported psychological interventions: Controversies and evidence. Annual review of psychology52(1), 685-716.

Update on Empirically Validated Therapies, II

This report provides the second update on our progress in developing a list of empirically supported psychological treatments for specific target populations.

Chambless, D. L., Baker, M. J., Baucom, D. H., Beutler, L. E., Calhoun, K. S., Crits-Christoph, P., ... & Johnson, S. B. (1998). Update on empirically validated therapies, II. The clinical psychologist51(1), 3-16.

How Methodological Features Affect Effect Sizes in Education

The purpose of this article is to examine how methodological features such as types of publication, sample sizes, and research designs affect effect sizes in experiments.

Cheung, A., & Slavin, R. E. (2015). How methodological features affect effect sizes in education. Best Evidence Encyclopedia, Johns Hopkins University, Baltimore, MD.

 

Treatment Manuals for the Real World: Where Do We Build Them?

Carroll and Nuro (this issue) outline a model for development of psychotherapy manuals that parallels the recently articulated stage model of psychotherapy research. The authors outline excellent considerations for treatment manuals in early, middle, and late stages of development.

Chorpita, B. F. (2002). Treatment manuals for the real world: Where do we build them?. Clinical Psychology: Science and Practice9(4), 431-433.

The Frontier of Evidence-Based Practice

These guidelines emphasized the dimensions of 1) efficacy and 2) effectiveness. A model is provided that proposes how evidence--however defined--will ultimately connect with practice. 

Chorpita, B. F. (2003). The frontier of evidence-based practice.

Toward Large-Scale Implementation of Empirically Supported Treatments for Children: A Review and Observations by the Hawaii Empirical Basis to Services Task Force

This article details the context and findings of a review conducted by a state-established panel established to examine the efficacy and effectiveness of child treatments for Anxiety Disorders, Depression, Attention Deficit Hyperactivity Disorder, Conduct and Oppositional Disorders, and Autistic Disorder

Chorpita, B. F., Yim, L. M., Donkervoet, J. C., Arensdorf, A., Amundsen, M. J., McGee, C., ... & Morelli, P. (2002). Toward large‐scale implementation of empirically supported treatments for children: A review and observations by the Hawaii Empirical Basis to Services Task Force. Clinical Psychology: Science and Practice9(2), 165-190.

Evidence-based interventions in school psychology: Opportunities, challenges, and cautions.

This paper describes opportunities, challenges, and cautions in response to T. R. Kratochwill and K. C. Stoiber's vision and other critical issues for the evidence-based intervention (EBI) movement in school psychology. 

Christenson, S. L., Carlson, C., & Valdez, C. R. (2002). Evidence-based interventions in school psychology: Opportunities, challenges, and cautions. School Psychology Quarterly17(4), 466.

Treatments that work with children: Empirically supported strategies for managing childhood problems.

Eight comprehensive chapters cover the common problems of disruptive behavior, anxiety, sleep disorders, nocturnal enuresis, encopresis, habit disorders (such as tics and thumbsucking), the treatment of pain and, finally, helping children adhere to medical regimens. The book describes diagnosis and treatment, with an emphasis on practicality. 

Christophersen, E. R., & Mortweet, S. L. (2001). Treatments that work with children: Empirically supported strategies for managing childhood problems. Washington, DC, US: American Psychological Association.

Teaching Secondary Students to Write Effectively

This practice guide released by What Works Clearinghouse presents three recommendations for helping students in grades 6 to 12 develop effective writing skills along with the strength of evidence to support the recommendations.

  • Explicitly teach appropriate writing strategies using a model-practice-reflect instructional cycle. Strong Evidence
  • Integrate writing and reading to emphasize key writing features. Moderate Evidence
  • Use assessments of student writing to inform instruction and feedback. Minimal evidence

Each recommendation includes specific actionable guidance for educators on implementing these practices in the classroom. It is geared toward administrators and teachers in all disciplines who want to help improve their students’ writing.

CLEARINGHOUSE, W.W. Teaching Secondary Students to Write Effectively.

Outcomes and Incomes: How to Evaluate, Improve, and Market Your Psychotherapy Practice by Measuring Outcomes

This guide presents the tools therapists need to incorporate outcomes measurement effectively and meaningfully into everyday clinical work.

Clement, P. W. (1999). Outcomes and incomes: How to evaluate, improve, and market your psychotherapy practice by measuring outcomes. Guilford Press.

Identifying and Implementing Educational Practices Supported By Rigorous Evidence: A User Friendly Guide

This Guide is intended to serve as a user-friendly resource that the education practitioner can use to identify and implement evidence-based interventions, so as to improve educational and life outcomes for the children they serve.

Coalition for Evidence-Based Policy. (2003). Identifying and implementing educational practices supported by rigorous evidence: A user-friendly guide. US Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance.

Statistical power analysis for the behavioral sciences

In 1962, I published a survey of the articles in a volume of the Journal of Abnormal and Social Psychology from the perspective of their power to detect operationally defined small, medium, and large effect sizes. This edition has the same approach and organization as its predecessors but has some major changes from the Revised Edition.

Cohen, J. (2013). Statistical power analysis for the behavioral sciences. Routledge.

Promoting Open Science to Increase the Trustworthiness of Evidence in Special Education.

The past two decades has seen an explosion of research to guide special educators improve the lives for individuals with disabilities. At the same time society is wrestling with the challenges posed by a post-truth age in which the public is having difficulty discerning what to believe and what to consider as untrustworthy. In this environment it becomes ever more important that researchers find ways to increase special educator’s confidence in the available knowledge base of practices that will reliably produce positive outcomes. This paper offers methods to increase confidence through transparency, openness, and reproducibility of the research made available to special educators. To accomplish this the authors propose that researchers in special education adopt emerging open science reforms such as preprints, data and materials sharing, preregistration of studies and analysis plans, and Registered Reports.

Cook, B. G., Lloyd, J. W., Mellor, D., Nosek, B. A., & Therrien, W. (2018). Promoting Open Science to Increase the Trustworthiness of Evidence in Special Education.

Quasi-experimentation: design and analysis issues for field settings.

This book explicate four kinds of validity then describe and critically examine some quasi-experimental designs from the perspective of these four kinds of validity, especially internal validity.

Cook, T. D., Campbell, D. T., & Peracchio, L. (1990). Quasi experimentation.

The Handbook of Research Synthesis

This handbook is a comprehensive treatment of literature synthesis and provides practical advice for anyone deep in the throes of, just teetering on the brink of, or attempting to decipher a meta-analysis

Cooper, H., & Hedges, L. V. (Eds.). (1993). The handbook of research synthesis. Russell Sage Foundation.

Using Parents as a Therapist to Evaluate Appropriate Behavior of Their Children: Application to a Tertiary Diagnostic Clinic

The authors conducted a preliminary analysis of maintaining variables for children with conduct disorders in an outpatient clinic. The assessment focused on appropriate child behavior and was conducted to formulate hypotheses regarding maintaining contingencies. 

Cooper, L. J., Wacker, D. P., Sasso, G. M., Reimers, T. M., & Donn, L. K. (1990). Using parents as therapists to evaluate appropriate behavior of their children: Application to a tertiary diagnostic clinic. Journal of Applied Behavior Analysis23(3), 285-296.

The two disciplines of scientific psychology.

Cronbach discuss the past and future place within psychology of two historic streams of method, thought, and affiliation which run through the last century of our science. One stream is experimental psychology; the other, correlational psychology. 

Cronbach, L. J. (1957). The two disciplines of scientific psychology. American psychologist12(11), 671.

Metatheory in Social Science: Pluralisms and Subjectivities

This book offers many provocative arguments and analyses of basic conceptual frameworks for the study of human behavior. 

Cronbach, L. J. (1986). Social inquiry by and for earthlings. Metatheory in social science: Pluralisms and subjectivities, 83-107.

interrupted time-series analysis with brief single-subject data

Describes problems of assessing change with short time-series data: unreliability of visual inference and fact that current statistical procedures cannot control Type I error because they underestimate positive autocorrelation.

Crosbie, J. (1993). Interrupted time-series analysis with brief single-subject data. Journal of Consulting and Clinical Psychology61(6), 966.

Engaging Multiproblem Families in Treatment: Lessons Learned Throughout the Development of Multisystemic Therapy

This article provides an overview of the nonspecific/universal engagement strategies used by MST therapists, frequently observed barriers to achieving therapist‐family engagement, and specific strategies to overcome a sampling of these barriers.

Cunningham, P. B., & Henggeler, S. W. (1999). Engaging multiproblem families in treatment: Lessons learned throughout the development of multisystemic therapy. Family Process38(3), 265-281.

Teachers See the Power of Data – But Don’t Have Enough Time to Use It

The Data Quality Campaign’s first teacher poll – commissioned in 2018 – uncovered this important finding and allows for a better understanding of educators’ opinions of data.

Data Quality Campaign. (2018). Teachers See the Power of Data – But Don’t Have Enough Time to Use It. Retrieved from https://dataqualitycampaign.org/resource/teachers-see-the-power-of-data-but-dont-have-enough-time-to-use-it/

Child and Adolescent Mental Health Performance Standards State of Hawaii

The General Performance Standards are requirements for all Child and Adolescent Mental Health Division (CAMHD) services, and apply to each of the specific services. They are set forth to guide effective practices in the delivery of behavioral health supports and services for eligible youth in the State of Hawai’i.

Department of Health Child & Adolescent Mental Health Division (2012). Child and Adolescent Mental Health Performance Standards. Hawaii: Clinical Service Office and Performance Manage Office, Department of Health State of Hawaii

How does cognitive therapy work? Cognitive change and symptom change in cognitive therapy and pharmacotherapy for depression.

The effects of changes in depression-relevant cognition were examined in relation to subsequent change in depressive symptoms for outpatients with major depressive disorder randomly assigned to cognitive therapy (COT; n = 32) vs those assigned to pharmacotherapy only (NoCT; n = 32). 

DeRubeis, R. J., Evans, M. D., Hollon, S. D., Garvey, M. J., Grove, W. M., & Tuason, V. B. (1990). How does cognitive therapy work? Cognitive change and symptom change in cognitive therapy and pharmacotherapy for depression. Journal of Consulting and Clinical Psychology, 58(6), 862-869.

When interventions harm: Peer groups and problem behavior.

This article explored developmental and intervention evidence relevant to iatrogenic effects in peer-group interventions. Longitudinal research revealed that "deviancy training" within adolescent friendships predicts increases in delinquency, substance use, violence, and adult maladjustment.

Dishion, T. J., McCord, J., & Poulin, F. (1999). When interventions harm: Peer groups and problem behavior. American psychologist54(9), 755.

Avoiding type III error in program evaluation: Results from a field experiment

A common, yet questionable assumption underlying many evaluations of service intervention programs is that program clients uniformly receive the services purportedly available. The authors draw upon the experience of a randomized field experiment to point out the hazards of that assumption. 

Dobson, D., & Cook, T. J. (1980). Avoiding type III error in program evaluation: Results from a field experiment. Evaluation and Program Planning3(4), 269-276.

Evidence-based mental health practice: A textbook.

This comprehensive textbook is an essential primer for all practitioners and students who are grappling with the new age of evidence-based practice. The contributors explore some of the complex challenges in implementing EBPs, and highlight the meaningful opportunities that are inherent in this paradigm shift.

Drake, R. E., Merrens, M. R., & Lynde, D. W. (Eds.). (2005). A Norton professional book. Evidence-based mental health practice: A textbook. New York, NY, US: W W Norton & Co.

Indicators for Sustainable Communities: A Strategy Building on Complexity Theory and Distributed Intelligence

This article reviews the research and practice of indicator development and use, summarizing several key lessons from this review.

E. Innes, J., & Booher, D. E. (2000). Indicators for sustainable communities: a strategy building on complexity theory and distributed intelligence. Planning theory & practice1(2), 173-186.

Response-guided experimentation

This is a book about single-subject experiments. The goal is to detail the underlying rationale and logic of single-case designs and to present major design options. 

Edgington, E. (1983). Response-guided experimentation. Psyccritiques28(1), 64-65.

Developing evidence-based practice: The role of case-based research.

The authors argue that important evidence about best practice comes from case-based research, which builds knowledge in a clinically useful manner and complements what is achieved by multivariate research methods. 

Edwards, D. J., Dattilio, F. M., & Bromley, D. B. (2004). Developing evidence-based practice: The role of case-based research. Professional Psychology: Research and Practice35(6), 589.

The Report of the Surgeon General: Preventing Tobacco Use among Young People

This year's surgeon general's report on smoking and health is the first such report to focus on young people. From extensive data that indicate that tobacco use is a pediatric epidemic, the report reached six major conclusions. 

Elders, M. J., Perry, C. L., Eriksen, M. P., & Giovino, G. A. (1994). The report of the Surgeon General: preventing tobacco use among young people. American journal of public health84(4), 543-547.

Applied Econometric Time Series

The author research focuses on the development and application of time-series models to areas in economics and finance.

Enders, W. (2008). Applied econometric time series. John Wiley & Sons.

The effects of psychotherapy: an evaluation.

A survey was made of reports on the improvement of neurotic patients after psychotherapy, and the results compared with the best available estimates of recovery without benefit of such therapy. 

Eysenck, H. J. (1952). The effects of psychotherapy: an evaluation. Journal of consulting psychology16(5), 319.

Criteria for evaluating the significance of developmental research in the twenty-first century:

The purpose of this paper is to identify the forces that influence how developmental research is prioritized and evaluated and how these influences are changing as we enter the new millennium. 

Fabes, R. A., Martin, C. L., Hanish, L. D., & Updegraff, K. A. (2000). Criteria for evaluating the significance of developmental research in the twenty‐first century: Force and counterforce. Child development71(1), 212-221.

Meta-analysis of Single-Case Research

This chapter of Design and Analysis of Single-Case Research book describes Meta-analysis as a collection of methods designed to quantitatively sum­marize the results of separate studies.

Faith, A. (2014). Meta-analysis of single-case research. In Design and analysis of single-case research (pp. 267-300). Psychology Press.

Applied behavior analysis for educators: Teacher centered and classroom based

The purpose of this commentary is to consider the crisis in education and the complex role teachers play in our society; to examine critically major aspects of the traditional modus operandi of behavior analysis that are counterproductive to teacher use; and to identify practices related to promoting greater teacher use and thereby enhancing the relevance of behavioral technology in education.

Fantuzzo, J., & Atkins, M. (1992). Applied behavior analysis for educators: Teacher centered and classroom based. Journal of Applied Behavior Analysis25(1), 37.

Promoting Health Through Community Development

Articulated in the Ottawa Charter for Health Promotion, this strategy emphasizes the importance of environmental influences on the behaviors associated with health promotion and injury prevention.

Fawcet, S. B., Paine, A. L., Francisco, V. T., & Vliet, M. (1993). Promoting Health Trough Community Development.

The St. Louis conundrum: The effective treatment of antisocial youths

This book analyzes the findings of a treatment program which integrated antisocial and delinquent youths into prosocial peer groups in a suburban community center in St. Louis.

Feldman, R. A., Caplinger, T. E., & Wodarski, J. S. (1983). The St. Louis conundrum: The effective treatment of antisocial youths. Englewood Cliffs, NJ: Prentice-Hall.

Psychotherapy Research Is Not Psychotherapy Practice

The relationship between the clinical psychologist and the clinical researcher is often presented as an integrated model in which the researcher conceives and the clinician executes. We argue that this is an unworkable model because these are independent fields, each with its own problems and its own styles of thinking.

Fensterheim, H., & Raw, S. D. (1996). Psychotherapy research is not psychotherapy practice. Clinical Psychology: Science and Practice3(2), 168-171.

Scientific culture and educational research.

In this article, which draws on a recently released National Research Council report, the authors argue that the primary emphasis should be on nurturing and reinforcing a scientific culture of educational research.

Feuer, M. J., Towne, L., & Shavelson, R. J. (2002). Scientific culture and educational research. Educational researcher31(8), 4-14.

Visual aids and structured criteria for improving visual inspection and interpretation of single‐case designs

The current investigation is part of an ongoing line of research designed to identify critical instructional components for training new staff members in the implementation of behavior-analytic procedures, with the goal of approximating the efficiency of
indirect instructional methods while retaining the effectiveness of more direct methods.

Fisher, W. W., Kelley, M. E., & Lomas, J. E. (2003). Visual aids and structured criteria for improving visual inspection and interpretation of single‐case designs. Journal of applied behavior analysis36(3), 387-406.

Creating new realities: Program development and dissemination

In this paper we will review some of the examples from industrial innovation and dissemination, provide some data on replications of the Achievement Place/Teaching-Family Model over 20 years, and try to share some of the philosophical, practical, and technological guidelines we have come to accept.

Fixsen, D. L., & Blase, K. A. (1993). Creating new realities: Program development and dissemination. Journal of Applied Behavior Analysis26(4), 597-615.

Standards of evidence: Criteria for efficacy, effectiveness and dissemination

Ever-increasing demands for accountability, together with the proliferation of lists of evidence-based prevention programs and policies, led the Society for Prevention Research to charge a committee with establishing standards for identifying effective prevention programs and policies. 

Flay, B. R., Biglan, A., Boruch, R. F., Castro, F. G., Gottfredson, D., Kellam, S., ... & Ji, P. (2005). Standards of evidence: Criteria for efficacy, effectiveness and dissemination. Prevention science6(3), 151-175.

What works for whom?: a critical review of treatments for children and adolescents

The standard reference in the field, this acclaimed work synthesizes findings from hundreds of carefully selected studies of mental health treatments for children and adolescents.

Fonagy, P., Cottrell, D., Phillips, J., Bevington, D., Glaser, D., & Allison, E. (2014). What works for whom?: a critical review of treatments for children and adolescents. Guilford Publications.

The Effects of Community Policies to Reduce Youth Access to Tobacco

This paper reports the effects of the intervention on ordinances in TPOP communities, on cigarette purchase success by youth, and on adolescents' perceptions of availability and self-reported smoking behavior.

Forster, J. L., Murray, D. M., Wolfson, M., Blaine, T. M., Wagenaar, A. C., & Hennrikus, D. J. (1998). The effects of community policies to reduce youth access to tobacco. American Journal of Public Health88(8), 1193-1198.

Design and Analysis of Single-Case Research

This book focuses on one important aspect of psychological research -- the intensive study of people measured one or more at a time.

Franklin, R. D., Allison, D. B., & Gorman, B. S. (Eds.). (2014). Design and analysis of single-case research. Psychology Press.

The Three Stories of Education Reform

The main enemies of large-scale reform are overload and extreme
fragmentation, Mr. Fullan points out. The three stories he outlines here serve
to lend coherence to an otherwise disjointed system.

Fullan, M. (2000). The three stories of education reform. Phi Delta Kappan81(8), 581-584.

The Meaning of Educational Change

This book is written for individuals at all levels of the educational system. All key players will find a chapter on their own roles, as well as chapters on other roles and agencies with whom they must interact. 

Fullan, M. (2001). The new meaning of educational change. Routledge.

Contextualism: A world view for modern psychology.

G. A. Kelly's personal construct theory of personality is examined. The status of the psychology of personality is reviewed by means of a contextual framework using the metaphors of formism, mechanism, contextualism, and organicism.

G. A. Kelly's personal construct theory of personality is examined. The status of the psychology of personality is reviewed by means of a contextual framework using the metaphors of formism, mechanism, contextualism, and organicism.

Educational research: An introduction

This text provides a comprehensive introduction to educational research. This textbook has been revised to reflect a balance of both quantitative and qualitative research methods

Gall, M. D., Borg, W. R., & Gall, J. P. (1996). Educational research: An introduction. Longman Publishing.

A nation at risk: The imperative for educational reform. An open letter to the American people

This report: (1) investigates the declining state of the educational system in America, as measured by high school student performance in the United States and other countries; (2) identifies specific problem areas; and (3) offers multiple recommendations for improvement

Gardner, D. P. (1983). A Nation At Risk: The Imperative For Educational Reform. An Open Letter to the American People. A Report to the Nation and the Secretary of Education.

Some Problems Associated With “Validated” Forms of Psychotherapy

This article is a response to the report of the Task Force on Promotion and Dissemination of Psychological Procedures of the Division of Clinical Psychology of the American Psychological Association (1995). 

Garfield, S. L. (1996). Some problems associated with “validated” forms of psychotherapy. Clinical Psychology: Science and Practice3(3), 218-229.

Sorting Out the Roles of Research in the Improvement of Practice

This paper discusses the effectiveness of research‐based educational approaches on
classroom practice.

Gersten, R. (2001). Sorting out the roles of research in the improvement of practice. Learning Disabilities Research & Practice16(1), 45-50.

Designing high quality research in special education

This article discusses critical issues related to conducting high-quality intervention research using experimental and quasi-experimental group designs.

Gersten, R., Baker, S., & Lloyd, J. W. (2000). Designing high-quality research in special education: Group experimental design. The Journal of Special Education34(1), 2-18.

Factors enhancing sustained use of research-based instructional practices

This article reviews key findings from school-reform studies of the 1980s and explains their relevance to special education. It also highlights significant findings from more recent studies that help elucidate and flesh out the earlier findings. 

Gersten, R., Chard, D., & Baker, S. (2000). Factors enhancing sustained use of research-based instructional practices. Journal of learning disabilities33(5), 445-456.

Contemporary special education research: Syntheses of the knowledge base on critical instructional issues.

These papers provide up-to-date, informative summaries of current knowledge and a base from which further venture into the critical area of instructional intervention in special education can occur.

Gersten, R., Schiller, E. P., & Vaughn, S. R. (Eds.). (2000). Contemporary special education research: Syntheses of the knowledge base on critical instructional issues. Routledge.

Design and Analysis of Time Series Experiments

Design and Analysis of Time Series Experiments develops a comprehensive set of models and methods for drawing causal inferences from time series.

Glass. G. V., Willson. V. L., & Grottman, J. M. (1975). Design and Analysis of Time Series Experiments. Boulder: University of Colorado Press

The Effects of Organizational Climate and Interorganizational Coordination on the Quality and Outcomes of Children’s Service Systems

This study examines the effects of organizational characteristics, including organizational climate and interorganizational coordination, on the quality and outcomes of children’s service systems.

Glisson, C., & Hemmelgarn, A. (1998). The effects of organizational climate and interorganizational coordination on the quality and outcomes of children’s service systems. Child abuse & neglect22(5), 401-421.

Community intervention trial for smoking cessation (COMMIT): I. Cohort results from a four-year community intervention

The primary hypothesis of COMMIT (Community Intervention Trial for Smoking Cessation) was that a community-level, multi-channel, 4-year intervention would increase quit rates among cigarette smokers, with heavy smokers (≥25 cigarettes per day) of priority.

Glynn, T. J., Shopland, D. R., Manley, M., Lynn, W. R., Freedman, L. S., Green, S. B., ... & Chapelsky, D. A. (1995). Community Intervention Trial for Smoking Cessation (COMMIT): I. Cohort results from a four-year community intervention. American journal of public health85(2), 183-192.

Community intervention trial for smoking cessation (COMMIT): II. Changes in adult cigarette smoking prevalence

COMMIT (Community Intervention Trial for Smoking Cessation) investigated whether a community-level multichannel intervention would decrease the prevalence of adult cigarette smoking and increase quitting with heavy smokers (≥25 cigarettes per day) receiving the highest priority. 

Glynn, T. J., Shopland, D. R., Manley, M., Lynn, W. R., Freedman, L. S., Green, S. B., ... & Chapelsky, D. A. (1995). Community Intervention Trial for Smoking Cessation (COMMIT): II. Changes in adult cigarette smoking prevalence. American Journal of Public Health85(2), 193-200.

Policy Implications for Implementing Evidence-Based Practices

The authors describe the policy and administrative-practice implications of implementing evidence-based services, particularly in public-sector settings. They review the observations of the contributors to the evidence-based practices series published throughout 2001 in Psychiatric Services.

Goldman, H. H., Ganju, V., Drake, R. E., Gorman, P., Hogan, M., Hyde, P. S., & Morgan, O. (2001). Policy implications for implementing evidence-based practices. Psychiatric Services52(12), 1591-1597.

The skills Americans say kids need to succeed in life.

Pew Research Center recently asked a national sample of adults to select among a list of 10 skills: “Regardless of whether or not you think these skills are good to have, which ones do you think are most important for children to get ahead in the world today?”

Goo, S. A. R. A. (2015). The skills Americans say kids need to succeed in life. Pew Research Center.

Forecasting accuracy of slope estimates for reading curriculum-based measurement: Empirical evidence.

Examined the forecasting accuracy of 2 slope estimation procedures (ordinary-least-squares regression and split-middle trend lines) for reading curriculum-based measurement (CBM), a behavioral approach to the assessment of academic skills that emphasizes the direct measurement of academic behaviors.

Good, R. H., & Shinn, M. R. (1990). Forecasting accuracy of slope estimates for reading curriculum-based measurement: Empirical evidence. Behavioral Assessment.

Time-series analysis: a comprehensive introduction for social scientists

This book is a comprehensive introduction to all the major time-series techniques, both time-domain and frequency-domain. It includes work on linear models that simplify the solution of univariate and multivariate problems. 

Gottman, J. M. (1981). Time-series analysisa comprehensive introduction for social scientists (No. 519.55 G6).

Why marriages succeed or fail.

This breakthrough book guides you through a series of self-tests designed to help you determine what kind of marriage you have, where your strengths and weaknesses are, and what specific actions you can take to help your marriage.

Gottman, J., Gottman, J. M., & Silver, N. (1995). Why marriages succeed or fail: And how you can make yours last. Simon and Schuster.

Full house: The spread of excellence from Plato to Darwin.

This book shows why a more accurate way of understanding our world (and the history of life) is to look at a given subject within its own context.

Gould, S. J. (1998). Full house: the spread of excellence from Plato to Darwin. Senior Managing Editor5(2), 68.

The Mismeasure Man

In this edition, Dr. Gould has written a substantial new introduction telling how and why he wrote the book and tracing the subsequent history of the controversy on innateness right through The Bell Curve. 

Gould, S. J., & Gold, S. J. (1996). The mismeasure of man. WW Norton & Company.

Time-series Analysis Without Model Identification

The present paper explores employing s general transformation to avoid the model identification step. This approach permits the employments of time series analysis in a wider variety of situations as a result of relacing the requirement of a large number of points for model identification.

Grant, C. A. Time Series Analysis Without Model ldentification.

A meta-analysis of team-efficacy, potency, and performance: Interdependence and level of analysis as moderators of observed relationships.

The purpose of the current study was to test theoretically derived hypotheses regarding the relationships between team efficacy, potency, and performance and to examine the moderating effects of level of analysis and interdependence on observed relationships.

Gully, S. M., Incalcaterra, K. A., Joshi, A., & Beaubien, J. M. (2002). A meta-analysis of team-efficacy, potency, and performance: interdependence and level of analysis as moderators of observed relationships. Journal of applied psychology87(5), 819.

Empirically supported interventions: Initiating a new standing section in School Psychology Quarterly.

 In this issue you will find both a brief introduction to the new Empirically Supported Interventions Section and the first of a two-part substantive discussion of vital issues pertaining to this topic. A companion piece further extending this analysis will follow shortly in a subsequent issue. 

Gutkin, T. B. (2000). Empirically supported interventions: Initiating a new standing section in School Psychology Quarterly. School Psychology Quarterly15(1), 1.

The Checklist Manifesto: How to Get Things Right

The author puts forth the case that using simple checklists prior to medical and surgical procedures can substantially improve outcomes.

Guwande, A. (2010). The checklist manifesto. New York: Picadur.

Introduction to the special section on stepped care models in psychotherapy.

This article introduces a special section addressing these resource allocation issues in the context of prevalent disorders 

Haaga, D. A. F. (2000). Introduction to the special section on stepped care models in psychotherapy. Journal of Consulting and Clinical Psychology, 68(4), 547-548.

Relative distribution methods in the social sciences.

The relative distribution provides a general integrated framework for analysis. 

Handcock, M. S., & Morris, M. (2006). Relative distribution methods in the social sciences. Springer Science & Business Media.

A Comparison of Alternative Approaches to the Analysis of Interrupted Time-Series

Computer generated data representative of 26 ARIMA models was used to compare the results of interrupted time-series analysis using: (1) the known model identification, (2) an assumed (1, 0, 0) model, and (3) an assumed (3, 0, 0) model as an approximation to the General Transformation approach.

Harrop, J. W., & Velicer, W. F. (1985). A comparison of alternative approaches to the analysis of interrupted time-series. Multivariate Behavioral Research20(1), 27-44.

The Rise of Universities

The Rise of Universities goes far beyond its central subject to offer a broad description of the social conditions in which universities took root and flourished. 

Haskins, C. H. (2017). The rise of universities. Routledge.

Visible learning: A synthesis of over 800 meta-analyses relating to achievement

Hattie’s book is designed as a meta-meta-study that collects, compares and analyses the findings of many previous studies in education. Hattie focuses on schools in the English-speaking world but most aspects of the underlying story should be transferable to other countries and school systems as well. Visible Learning is nothing less than a synthesis of more than 50.000 studies covering more than 80 million pupils. Hattie uses the statistical measure effect size to compare the impact of many influences on students’ achievement, e.g. class size, holidays, feedback, and learning strategies.

Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.

 

Single Subject Research: Applications in Educational and Clinical Settings

This book aim to provide the reader, who is presumably not yet an expert on single-subject research, with the information necessary to understand the literature and develop a single-subject research study in general.

Hawkins, C. (2001). Single Subject Research: Applications in Educational and Clinical Settings. Journal of Applied Research in Intellectual Disabilities14(2), 155-157.

Analytic goals and the varieties of scientific contextualism

Contextualism is being looked to as a framework within which psychology may advance, stripped of needless mechanism and needless philosophical inconsistencies.

Hayes, S. C. (2015). Analytic goals and the varieties of scientific contextualism. In The Act in Context (pp. 126-142). Routledge.

Evidence-based medicine: how to practice & teach EBM

This book explains the philosophy of evidence-based medicine (EBM) and demonstrating its application.

Haynes, R. B., Sackett, D. L., Richardson, W. S., Rosenberg, W., & Langley, G. R. (1997). Evidence-based medicine: How to practice & teach EBM. Canadian Medical Association. Journal157(6), 788.

The Work of Leadership

Companies today face adaptive challenges. Changes in societies, markets, customers, competition, and technology around the globe are forcing organizations to clarify their values, develop new strategies, and learn new ways of operating.

Heifetz, R. A., & Laurie, D. L. (1997). The work of leadership. Harvard business review75, 124-134.

Pitfalls of Data Analysis (or How to Avoid Lies and Damned Lies)

This paper examines things that people often overlook in their data analysis, and ways people sometimes "bend the rules" of statistics to support their viewpoint. It discusses ways you can make sure your own statistics are clear and accurate.

Helberg, C., (1995). Pitfalls of Data Analysis (or How to Avoid Lies and Damned Lies). Third International Applied Statistics in Industry Conference in Dallas, TX, June 5-7, 1995.

What do we know about time management? A review of the literature and a psychometric critique of instruments assessing time management.

The purpose of this chapter is to examine the existing time management literature.

Hellsten, L. M. (2012). What do we know about time management. A review of the literature and a psychometric critique of instruments assessing time management. Rijeka, Croatia: Intech, 21-22.

Peer Review, Publication in Top Journals, Scientific Consensus, and So Forth

Many writers who are not scientists themselves are trading on the prestige of science and the authority of scientists. Reference to “peer-reviewed research” and to an alleged “scientific consensus” are regarded as veritable knock-out blows by many commentators. 

Higgs, R. (2007). Peer review, publication in top journals, scientific consensus, and so forth. The Independent Institute7.

Effects of Maine's 1981 and Massachusetts' 1982 Driving-Under-the-Influence Legislation

In 1981, Maine passed a drunk driving law with mandatory penalties and a new civil charge to increase the conviction rate. One year later, Massachusetts increased drunk driving penalties, particularly for repeat offenders and intoxicated drivers involved in fatal crashes.

Hingson, R., Heeren, T., Kovenock, D., Mangione, T., Meyers, A., Morelock, S., Lederman, R., Scotch, N.A.. (1987). Effects of Maine's 1981 and Massachusetts' 1982 Driving-Under-the-Influence Legislation. American journal of public health. American Journal of Public Health. 77, 593-597.

A New Definition

NSDC opens the door to professional learning that ensures great teaching for every student every day

Hirsh, S. (2009). A new definition. Journal of Staff Development, 30(4), 10–16.

Community Treatment for Youth: Evidence-Based Interventions for Severe Emotional and Behavioral Disorders

This outstanding textbook presents innovative interventions for youth with severe emotional and behavioral disorders. Community Treatment for Youth is designed to fill a gap between the knowledge base and clinical practice through its presentation of theory, practice parameters, training requirements, and research evidence.

Hoagwood, K. I. M. B. E. R. L. Y., Burns, B. J., & Weisz, J. R. (2002). A profitable conjunction: From science to service in children’s mental health. Community treatment for youth: Evidence-based interventions for severe emotional and behavioral disorders, 327-338.

Two Measures of Change in the Gaps Between the CDFs of Test-Score Distributions

Two ways of measuring the gap between two cumulative distribution functions (CDFs) are examined—vertical and horizontal distance. 

Holland, P. W. (2002). Two measures of change in the gaps between the CDFs of test-score distributions. Journal of Educational and Behavioral Statistics27(1), 3-17.

Nurse-assisted Counseling for Smokers in Primary Care

This research evaluated three nurse-assisted interventions designed to minimize physician burden and increase counseling in primary care settings

Hollis, J. F., Lichtenstein, E., Vogt, T. M., Stevens, V. J., & Biglan, A. (1993). Nurse-assisted counseling for smokers in primary care. Annals of internal medicine118(7), 521-525.

Criteria for Evaluating Treatment Guidelines

This document presents a set of criteria to be used in evaluating treatment guidelines that have been promulgated by health care organizations, government agencies, professional associations, or other entities.1  The purpose of treatment guidelines is to educate health care professionals2 and health care systems about the most effective treatments available

Hollon, D., Miller, I. J., & Robinson, E. (2002). Criteria for evaluating treatment guidelines. American Psychologist57(12), 1052-1059.

Statistical Strategies for Small Sample Research

This book provides encouragement and strategies for researchers who routinely address research questions using data from small samples. 

Hoyle, R. H. (Ed.). (1999). Statistical strategies for small sample research. Sage.

Quasi-experimentation: Design & Analysis Issues for Field Settings

A statistics textbook appropriate for graduate students and researchers conducting quasi-experimental design and analysis.

Hyman, R. (1982). Quasi-experimentation: design and analysis issues for field settings (book). Journal of Personality Assessment46(1), 96-97.

Applying the criteria for empirically supported treatments to studies of psychosocial interventions for child and adolescent depression

This article examines the extent to which each study conforms to the guidelines set forth by the Task Force on Promotion and Dissemination of Psychological Procedures (1996) for well-established and probably efficacious interventions.

Kaslow, N. J., & Thompson, M. P. (1998). Applying the criteria for empirically supported treatments to studies of psychosocial interventions for child and adolescent depression. Journal of Clinical Child Psychology27(2), 146-155.

Toward a Science of Education: The Battle Between Rogue and Real Science

This book summarize how science works, why it offers hope to educators, how science has been neglected and abused in education, and what I think science now tells us — and doesn’t tell us—about several issues in education.

Kauffman, J. M. (2011). Toward a science of education: The battle between rogue and real science. Full Court Press.

Discrepancy models in the identification of learning disability

This paper reviews issues surrounding the use of discrepancy in identifying learning disability

Kavale, K. A. (2002). Discrepancy models in the identification of learning disability. Identification of learning disabilities: Research to practice, 369-426.

Hyperactivity and Diet Treatment: A Meta-Analysis of the Feingold Hypothesis

This paper is a review of primary research investigating the Feingold hypothesis which suggests diet modification as an efficacious treatment for hyperactivity. 

Kavale, K. A., & Forness, S. R. (1983). Hyperactivity and diet treatment: A meta-analysis of the Feingold hypothesis. Journal of Learning Disabilities16(6), 324-330.

History of Behavior Modification

This chapter traces the history of behavior modification as a general movement. Individual conceptual approaches and techniques that comprise behavior modification are obviously important in tracing the history, but they are examined as part of the larger development rather than as ends in their own right. 

Kazdin, A. E. (1982). History of behavior modification. In International handbook of behavior modification and therapy (pp. 3-32). Springer, Boston, MA.

Scope of child and adolescent psychotherapy research: Limited sampling of dysfunctions, treatments, and client characteristics

in this article, the author discuss the relation between limited conceptualization of treatment and the methods of study and resulting knowledge about treatment. 

Kazdin, A. E. (1995). Scope of child and adolescent psychotherapy research: Limited sampling of dysfunctions, treatments, and client characteristics. Journal of Clinical Child Psychology24(2), 125-140.

The Meanings and Measurement of Clinical Significance

The previous articles in this special section make the case for the importance of evaluating the clinical significance of the therapeutic change, present key measures and innovative ways in which they are applied, and more generally provide important guidelines for evaluating therapeutic change. 

Kazdin, A. E. (1999). The meanings and measurement of clinical significance.

Almost Clinically Significant (p < .10): Current Measures May Only Approach Clinical Significance

The review by Sheldrick et al. evaluates treatments for children and adolescents with conduct disorder and whether they produce clinically significant change

Kazdin, A. E. (2001). Almost clinically significant (pClinical psychology: Science and practice, 8(4), 455-462.

Bridging the Enormous Gaps of Theory With Therapy Research and Practice

The role, importance, and paucity of theory in child and adolescent psychotherapy research is described, underscored, and lamented, respectively, in these comments.

Kazdin, A. E. (2001). Bridging the enormous gaps of theory with therapy research and practice. Journal of clinical child psychology30(1), 59-66.

Research Design in Clinical Psychology

In this successful text, Kazdin describes research methods in psychology and provides criteria for conducting and evaluating clinical research.

Kazdin, A. E. (2003). Research design in clinical psychology.

Mechanisms of Change in Psychotherapy: Advances, Breakthroughs, and Cutting-Edge Research (Do Not Yet Exist)

The focus of this chapter is on psychotherapy research and a call for research on mechanisms of therapeutic change. 

Kazdin, A. E. (2006). Mechanisms of Change in Psychotherapy: Advances, Breakthroughs, and Cutting-Edge Research (Do Not Yet Exist).

Single-case research designs: Methods for clinical and applied settings

Single-case research has played an important role in developing and evaluating interventions that are designed to alter a particular facet of human functioning. In this edition, the author provides a notable contrast to the quantitative methodology approach that pervades the biological and social sciences.

Kazdin, A. E. (2011). Single-case research designs: Methods for clinical and applied settings. Oxford University Press.

Single-case research designs: Methods for clinical and applied settings

Now thoroughly updated in its second edition, acclaimed author Alan Kazdin's Single-Case Research Designs provides a notable contrast to the quantitative methodology approach that pervades the biological and social sciences.

Kazdin, A. E. (2011). Single-case research designs: Methods for clinical and applied settings. Oxford University Press.

Delineating mechanisms of change in child and adolescent therapy: methodological issues and research recommendations

In this article, we discuss the importance of studying mechanisms, the logical and methodological requirements, and why almost no studies to date provide evidence for why or how treatment works.

Kazdin, A. E., & Nock, M. K. (2003). Delineating mechanisms of change in child and adolescent therapy: Methodological issues and research recommendations. Journal of Child Psychology and Psychiatry44(8), 1116-1129.

Treating anxiety disorders in children: results of a randomized clinical trial.

In this study a psychosocial treatment for 47 Ss (aged 9–13 years) with anxiety disorders was investigated. A 16-session cognitive–behavioral treatment was compared with a wait-list condition. 

Kendall, P. C. (1994). Treating anxiety disorders in children: results of a randomized clinical trial. Journal of consulting and clinical psychology62(1), 100.

Therapy for youths with anxiety disorders: A second randomized clincal trial.

Ninety-four children (aged 9-13 years) with anxiety disorders were randomly assigned to cognitive behavioral treatment or waiting-list control. 

Kendall, P. C., Flannery-Schroeder, E., Panichelli-Mindel, S. M., Southam-Gerow, M., Henin, A., & Warman, M. (1997). Therapy for youths with anxiety disorders: A second randomized clincal trial. Journal of consulting and clinical psychology65(3), 366.

Single-Case Designs for Educational Research

This book provides up-to-date, in-depth information about the use of single-case experimental designs in educational research across a range of educational settings and students.

Kennedy, C. H. (2005). Single-case designs for educational research. Pearson/A & B.

Knowledge and public policy: The search for meaningful indicators

This book addresses the question of what it takes to develop social indicators that genuinely influence important public decisions

Knowledge and public policy: The search for meaningful indicators

How Do Risk Factors Work Together? Mediators, Moderators, and Independent, Overlapping, and Proxy Risk Factors

The authors developed a methodological basis for investigating how risk factors work together. Better methods are needed for understanding the etiology of disorders, such as psychiatric syndromes, that presumably are the result of complex causal chains.

Kraemer, H. C., Stice, E., Kazdin, A., Offord, D., & Kupfer, D. (2001). How do risk factors work together? Mediators, moderators, and independent, overlapping, and proxy risk factors. American journal of psychiatry158(6), 848-856.

Mediators and Moderators of Treatment Effects in Randomized Clinical Trials

This paper describes an analytic framework to identify and distinguish between moderators and mediators in RCTs when outcomes are measured dimensionally. 

Kraemer, H. C., Wilson, G. T., Fairburn, C. G., & Agras, W. S. (2002). Mediators and moderators of treatment effects in randomized clinical trials. Archives of general psychiatry59(10), 877-883.

Single Subject Research: Strategies for Evaluating Change

 

This book presents an overview of strategies used to evaluate change is single-subject research, a particular referring to time-series paradigms in which each subject is used repeatedly. 

Kratochwill, T. R. (Ed.). (2013). Single subject research: Strategies for evaluating change. Academic Press.

Single-Case Research Design and Analysis

the editors of this volume fulfill three main goals: to take stock of progress in the development of data-analysis procedures for single-subject research

Kratochwill, T. R., & Levin, J. R. (Eds.). (2015). Single-case research design and analysis (psychology revivals): new directions for psychology and education. Routledge.

Single subject research : strategies for evaluating change

This book presents an overview of strategies used to evaluate change in single subject research, a particular approach referring to time-series paradigms in which each subject is used repeatedly. 

Kratochwill, Thomas R., ed. Single subject research: Strategies for evaluating change. Academic Press, 2013.

Using Coaching to improve the Fidelity of Evidence-Based Practices: A Review of Studies

The authors conducted a comprehensive review of research to identify the impact of coaching on changes in preservice and in-service teachers’ implementation of evidence-based practices.

Kretlow, A. G., & Bartholomew, C. C. (2010). Using coaching to improve the fidelity of evidence-based practices: A review of studies. Teacher Education and Special Education33(4), 279-299.

Cognitive change processes in a group cognitive behavior therapy of depression

The present study attempted to examine the causal relationships among changes in automatic thoughts, dysfunctional attitudes, and depressive symptoms in a 12-week group cognitive behavior therapy (GCBT) program for depression.

Kwon, S. M., & Oei, T. P. (2003). Cognitive change processes in a group cognitive behavior therapy of depression. Journal of Behavior Therapy and Experimental Psychiatry34(1), 73-85.

Some recommendations for the reporting of quantitative studies

This editorial offers recommendations aimed at providing examples of a series of elements that may significantly contribute towards demonstrating the robustness of quantitative results. It is therefore not a methodological guide but instead a guide that acts as a reminder of some basic principles when reporting quantitative research.

López, X., Valenzuela, J., Nussbaum, M., & Tsai, C. C. (2015). Some recommendations for the reporting of quantitative studies. Computers & Education, 91(C), 106-110.

Bergin and Garfield's Handbook of Psychotherapy and Behavior Change

This bestselling resource presents authoritative thinking on the pressing questions, issues, and controversies in psychotherapy research and practice today.

Lambert, M. J., Garfield, S. L., & Bergin, A. E. (2004). Handbook of psychotherapy and behavior change. New York: John Wiley & Sons.

Clinical Outcome, Consumer Satisfaction, and Ad Hoc Ratings of Improvement in Children's Mental Health

In the present correlational study of 199 treated adolescents, the authors used a multitrait-multimethod analysis to examine psychometrically measured pathology change (pre- and postassessment of symptoms and functioning), consumer satisfaction, and perceived improvement reported by multiple informants.

Lambert, W., Salzer, M. S., & Bickman, L. (1998). Clinical outcome, consumer satisfaction, and ad hoc ratings of improvement in children's mental health. Journal of Consulting and Clinical Psychology66(2), 270-278.

Evidence-Based Practices in a Changing World: Reconsidering the Counterfactual in Educational Research.

Populations and study samples can change over time—sometimes dramatically so. We illustrate this important point by presenting data from 5 randomized control trials of the efficacy of Kindergarten Peer-Assisted Learning Strategies, a supplemental, peer-mediated reading program.

Lemons, C. J., Fuchs, D., Gilbert, J. K., & Fuchs, L. S. (2014). Evidence-based practices in a changing world: Reconsidering the counterfactual in education research. Educational Researcher43(5), 242-252.

Educational/Psychological Intervention Research Circa 2012

The chapter focuses on the historically perceived poor methodological rigor and low scientific credibility of most educational/psychological intervention research.

Levin, J. R., & Kratochwill, T. R. (2012). Educational/psychological intervention research circa 2012. Handbook of Psychology, Second Edition7.

Educational/Psychological Intervention Research Circa 2012

The chapter focuses on the historically perceived poor methodological rigor and low scientific credibility of most educational/psychological intervention research.

Levin, J. R., & Kratochwill, T. R. (2012). Educational/psychological intervention research circa 2012. Handbook of Psychology, Second Edition7.

Forecasting and Time Series Analysis Using te SCA Statistical System.

This edition of Forecasting and Time Series Analysis Using the SCA Statistical System initiates the replacement process of the document entitled The SCA Statistical System: Reference Manual for Forecasting and Time Series Analysis (May 1986).

Liu, L. M., Hudak, G. B., Box, G. E., Muller, M. E., & Tiao, G. C. (1992). Forecasting and time series analysis using the SCA statistical system (Vol. 1, No. 2). DeKalb, IL: Scientific Computing Associates.

Behavioral treatment and normal educational and intellectual functioning in young autistic children.

This article reports the results of behavior modification treatment for two groups of similarly constituted, young autistic children. 

Lovaas, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of consulting and clinical psychology55(1), 3.

Comparative Studies of Psychotherapies Is It True That "Everyone Has Won and All Must Have Prizes"?

Tallies were made of outcomes of all reasonably controlled comparisons of psychotherapies with each other and with other treatments. For comparisons of psychotherapy with each other, most studies found insignificant differences in proportions of patients who improved (though most patients benefited). 

Luborsky, L., Singer, B., & Luborsky, L. (1975). Comparative studies of psychotherapies: is it true that everyone has won and all must have prizes?. Archives of general psychiatry32(8), 995-1008.

Rigorous Evidence: Key to Progress Against World Poverty?

The Millennium Challenge Corporation (MCC) sponsoring rigorous independent evaluations of its funded projects to build scientifically-valid evidence about "what works." On October 29, the nonprofit, nonpartisan Coalition for Evidence-Based Policy, in collaboration with MCC, hosted a forum with leaders of the development policy and research community on MCC's evidence-based approach.

Lyon, R. L. (2002, November). Rigorous evidence: The key to progress in education. In forum of the Coalition for Evidence Based Policy, Washington, DC.

Behavioral momentum in the treatment of non-compliance

The objectives in the following series of experiments were to evaluate the effectiveness of the high-probability command sequence in increasing compliance to "do" and "don't" commands; to conduct preliminary investigations regarding the appropriateness of the behavioral momentum analogy; and to evaluate the generality of the procedure to reduce excessive compliance latency and task duration

Mace, F. C., Hock, M. L., Lalli, J. S., West, B. J., Belfiore, P., Pinter, E., & Brown, D. K. (1988). Behavioral momentum in the treatment of noncompliance. Journal of Applied Behavior Analysis21(2), 123-141.

Facts are more important than novelty: Replication in the education sciences

Despite increased attention to methodological rigor in education research, the field has focused heavily on experimental design and not on the merit of replicating important results. The present study analyzed the complete publication history of the current top 100 education journals ranked by 5-year impact factor and found that only 0.13% of education articles were replications. Contrary to previous findings in medicine, but similar to psychology, the majority of education replications successfully replicated the original studies. However, replications were significantly less likely to be successful when there was no overlap in authorship between the original and replicating articles. The results emphasize the importance of third-party, direct replications in helping education research improve its ability to shape education policy and practice.

Makel, M. C., & Plucker, J. A. (2014). Facts are more important than novelty: Replication in the education sciences. Educational Researcher, 43(6), 304–316.

Practice and Research in Special Education

This article considers possible reasons that research knowledge is not used more extensively in special education practice and suggests issues to be addressed in solving this problem. 

Malouf, D. B., & Schiller, E. P. (1995). Practice and research in special education. Exceptional Children61(5), 414-424.

A meta‐analysis of bibliotherapy studies

Used meta‐analysis to examine the efficacy of bibliotherapy. Bibliotherapy treatments were compared to control groups and therapist‐administered treatments. 

Marrs, R. W. (1995). A meta‐analysis of bibliotherapy studies. American journal of community psychology23(6), 843-870.

Research Methods: Learning to Become a Critical Research Consumer

This book develops critical thinking skills about research and is designed to produce knowledgeable and informed critical research consumers.

Martella, R. C., Nelson, J. R., & Marchand-Martella, N. E. (1999). Research methods: Learning to become a critical research consumer. Allyn & Bacon.

Escalante: The best teacher in America

Jaime Escalante is an outstanding example of excellence and dedication. This is the story of his entire career, including the development of the teaching techniques that got such brilliant results from the desperate students of gang-ridden Garfield High in East Los Angeles.

Mathews, J. (1989) Escalante: The best teacher in America. New York:Henry Hold and Co

Visual Analysis of Single-Case Time Series: Effects of Variability, Serial Dependence, and Magnitude of Intervention Effects.

The literature assumes that visual analysts will be conservative judges. They show that previous research into visual analysis has not adequately examined false alarm and miss rates or the effect of serial dependence. 

Matyas, T. A., & Greenwood, K. M. (1990). Visual analysis of single‐case time series: Effects of variability, serial dependence, and magnitude of intervention effects. Journal of Applied Behavior Analysis23(3), 341-351.

Dynamic but Structural Equation Modeling of Repeated Measures Data

Many scientists have searched for dynamics by calculating df/dt: the ratio of changes or differences d in a function f relative to changes in time t. This research use this dynamic equation, but here they examine multivariate psychological change data using the 20th century developments of latent variable structural equation modeling.

 

McArdle, J. J. (1988). Dynamic but structural equation modeling of repeated measures data. In Handbook of multivariate experimental psychology (pp. 561-614). Springer, Boston, MA.

Applied Time Series Analysis for the Social Sciences

The book reviews several available software packages for the analysis of time series data and the use of interactive software

McCleary, R., Hay, R. A., Meidinger, E. E., & McDowall, D. (1980). Applied time series analysis for the social sciences (p. 331). Beverly Hills, CA: Sage Publications.

Allergic disorders and attention deficit disorder in children

In a large sample of children from the general population this research found no association between parent, teacher, and self-reports of ADDH behaviors and a history of allergic disorders (asthma, eczema, rhinitis, and urticaria) at ages 9 or 13 years.

McGee, R., Stanton, W. R., & Sears, M. R. (1993). Allergic disorders and attention deficit disorder in children. Journal of abnormal child psychology21(1), 79-88.

Measuring the fidelity of implementation of a mental health program model.

Developed a fidelity index of program implementation for assertive community treatment (ACT). In Study 1, 20 experts rated the importance of 73 elements proposed as critical ACT ingredients, also indicating ideal model specifications for elements.

McGrew, J. H., Bond, G. R., Dietzen, L., & Salyers, M. (1994). Measuring the fidelity of implementation of a mental health program model. Journal of Consulting and Clinical Psychology, 62(4), 670-678.

Addressing the barriers to mental health services for inner city children and their caretakers

This paper will outline a series of three research studies meant to identify factors related to child mental health service usage and barriers to help seeking for urban minority children and their caretakers.

McKay, M. M., McCadam, K., & Gonzales, J. J. (1996). Addressing the barriers to mental health services for inner city children and their caretakers. Community Mental Health Journal32(4), 353-361.

RTI: A practitioner's guide to implementing response to intervention.

This comprehensive yet accessible reference covers the three tiers of RTI, schoolwide screening, progress monitoring, challenges to implementation, and changes in school structures and individual staff roles.

Mellard, D. F., & Johnson, E. S. (Eds.). (2007). RTI: A practitioner's guide to implementing response to intervention. Corwin Press.

latent Curve Analysis

As a method for representing development, latent trait theory is presented in terms of a statistical model containing individual parameters and a structure on both the first and second moments of the random variables reflecting growth

Meredith, W., & Tisak, J. (1990). Latent curve analysis. Psychometrika55(1), 107-122.

The stability and validity of early adolescents' reports of parenting constructs.

The stability and validity of early adolescents' reports of 6 parenting constructs were examined: parent–child conflict, positive family relations, parental monitoring, parents' rule making, consistent enforcement of rules, and use of positive reinforcement.

Metzler, C. W., Biglan, A., Ary, D. V., & Li, F. (1998). The stability and validity of early adolescents' reports of parenting constructs. Journal of Family Psychology12(4), 600.

Mapping State Proficiency Standards Onto the NAEP Scales: Variation and Change in State Standards for Reading and Mathematics, 2005-2009

Mapping State Proficiency Standards Onto the NAEP Scales

MEXICO, N. (2011). Mapping State Proficiency Standards Onto the NAEP Scales: Variation and Change in State Standards for Reading and Mathematics, 2005-2009.

The magical number seven, plus or minus two: Some limits on our capacity for processing information.

A variety of researches are examined from the standpoint of information theory. It is shown that the unaided observer is severely limited in terms of the amount of information he can receive, process, and remember. However, it is shown that by the use of various techniques, e.g., use of several stimulus dimensions, recoding, and various mnemonic devices, this informational bottleneck can be broken.

Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological review63(2), 81.

A Guide to Treatments that Work

This book discusses major mental disorders in a question-and-answer format. It offers information about treatment decisions and the pros and cons of a particular treatment. This books helps people understand the issues involved when working with a mental health professional.

Nathan, P. E., Gorman, J. M., & Salkind, N. J. (1999). Treating mental disorders: A guide to what works. Oxford University Press.

Blueprint for Change: Research on Child and Adolescent Mental Health

In light of the pressing needs of children and adolescents with mental illness, the NAMHC recommended to NIMH Director Steven Hyman, M.D., that a Workgroup on Child and Adolescent Mental Health Intervention Development and Deployment be established. Dr. Hyman charged this group with reviewing research and training.

National Advisory Mental Health Council Workgroup on Child and Adolescent Mental Health Intervention Development and Deployment. (2001). Blueprint for change: Research on child and adolescent mental health. A report by the national advisory mental health council’s workgroup on child and adolescent mental health intervention development and deployment.

The NAEP Glossary of Terms.

The NAEP glossary of terms.

National Center for Education Statistics (NCES). (2011c). The NAEP glossary of terms. Retrieved from http://nces.ed.gov/nationsreportcard/glossary.asp#basic

Advancing Scientific Research in Education

the Center for Education of the National Research Council (NRC) has undertaken a series of activities to address issues related to the quality of scientific education research.1 In 2002, the NRC released Scientific Research in Education (National Research Council, 2002), a report designed to articulate the nature of scientific education research and to guide efforts aimed at improving its quality.

National Research Council. (2002). Scientific research in education. National Academies Press.

Scientific Research in Education

This book describes the similarities and differences between scientific inquiry in education and scientific inquiry in other fields and disciplines and provides a number of examples to illustrate these ideas.

National Research Council. (2002). Scientific research in education. National Academies Press.

Handbook of Multivariate Experimental Psychology

the purpose of this book was to growing edges will find something to meet the author inaugurate a radical new outlook on experimental psychology.

Nesselroade, J. R., & Cattell, R. B. (Eds.). (2013). Handbook of multivariate experimental psychology. Springer Science & Business Media.

Expanding the frontier of treatment research.

This article covers current efforts by the National Institute of Mental Health to bridge this gap. Included are discussions of problems with the current research portfolio and new efforts in expanding the research portfolio, innovative methodological research, and expansion of training programs. 

Norquist, G., Lebowitz, B., & Hyman, S. (1999). Expanding the frontier of treatment research. Prevention & Treatment, 2(1). Article ID 1a.

Psychometric theory

This text considers the measurement problems that arise in areas of psychology, education, and areas of business such as management and marketing.

Nunnally, J. C. (1994). Psychometric theory 3E. Tata McGraw-Hill Education.

Effects of minimum drinking age laws on alcohol use, related behaviors and traffic crash involvement among American youth: 1976-1987.

This study has two separate but related purposes: (1) to delineate cross-sectional differences among U.S. high school seniors and young adults that may be due to variations in recent years in state-level minimum drinking age laws and (2) to examine the effects of recent changes in minimum drinking age laws on alcohol consumption and other relevant attitudes and behaviors. 

O'Malley, P. M., & Wagenaar, A. C. (1991). Effects of minimum drinking age laws on alcohol use, related behaviors and traffic crash involvement among American youth: 1976-1987. Journal of studies on Alcohol52(5), 478-491.

Physician-delivered interventions for smoking cessation: Strategies for increasing effectiveness

This article reviews the impact of physician-delivered smoking interventions on smokers, physician attitudes toward intervention, and physicians' reported intervention practices.

Ockene, J. K. (1987). Physician-delivered interventions for smoking cessation: strategies for increasing effectiveness. Preventive medicine16(5), 723-737.

Evidence-Based Practice in Early Intervention/Early Childhood Special Education: Single-Subject Design Research

The purpose of this study was to examine the strength of scientific evidence from single-subject research underlying the Division of Early Childhood (DEC) Recommended Practices.

Odom, S. L., & Strain, P. S. (2002). Evidence-based practice in early intervention/early childhood special education: Single-subject design research. Journal of Early Intervention25(2), 151-160.

Education at a Glance 2011: OECD Indicators

Education at a Glance: OECD Indicators 2011 ofers a rich, comparable and up-to-date array of indicators that relect a consensus among professionals on how to measure the current state of education internationally.

OECD (2011), Education at a Glance 2011: OECD Indicators, OECD Publishing. http://dx.doi.org/10.1787/eag-2011-en

 
Testing Experts Develop New Method of Presenting Achievement-Gap Data

A report prepared by the board that governs the National Assessment of Educational Progress cautions that measuring an achievement gap does not come down to a single statistic.

Olson, L. (2002). Testing experts develop new method of presenting achievement gap data. Education Week, 21(26), 11

The Decision to Adopt Evidence-Based and Other Innovative Mental Health Practices: Risky Business?

A risk-based decision-making framework was used to examine the decision to adopt innovative mental health practices, including both evidence-based and other research-guided practices.

Panzano, P. C., & Roth, D. (2006). The decision to adopt evidence-based and other innovative mental health practices: Risky business?. Psychiatric Services57(8), 1153-1161.

The Visual Analysis of Data, and Current Research into the Stimuli Controlling It

This chapter of Single-Case Research Design and Analysis (Psychology Revivals) describes Visual analysis as one of the oldest forms of data analysis.

Parsonson, B. S., & Baer, D. M. (2015). The visual analysis of data, and current research into the stimuli controlling it. In Single-Case Research Design and Analysis (Psychology Revivals) (pp. 27-52). Routledge.

Foundations of special education: basic knowledge informing research and practice in special education

This enlightening book contains papers (presented as chapters) commissioned from nationally recognized scholars, which examine topics related to ethics, culture, science, and philosophy that have a direct bearing on the future of special education.

Paul, J. L. (1997). Foundations of special education: Basic knowledge informing research and practice in special education. Pacific Grove: Brooks.

Relationship of satisfaction to symptom change, follow-up adjustment, and clinical significance.

The relationship of client satisfaction to outcome was investigated for adult outpatients (N  =  152) from 3 urban community mental health centers. Clients completed a problem self-rating and the Brief Symptom Inventory (BSI) at intake, 10 weeks later, and 5 months later.

Pekarik, G., & Wolff, C. B. (1996). Relationship of satisfaction to symptom change, follow-up adjustment, and clinical significance. Professional Psychology: Research and Practice, 27(2), 202-208.

Effective programs in elementary mathematics: A best-evidence synthesis

This research synthesis examines randomized controlled trials and quasi-experimental research on the mathematics achievement outcomes for elementary school programs. The best outcomes were found for tutoring programs. The findings suggest that programs emphasizing personalization, engagement, and motivation are most impactful in elementary mathematics instruction.

Pellegrini, M., Lake, C., Inns, A, & , Slavin, R. (2018). Effective programs in elementary mathematics: A best-evidence synthesis. Best Evidence Encyclopedia. Retrieved from http://www.bestevidence.org/word/elem_math_Oct_8_2018.pdf

Project Northland: Outcomes of a Communitywide Alcohol Use Prevention Program during Early Adolescence

Project Northland is an efficacy trial with the goal of preventing or reducing alcohol use among young adolescents by using a multilevel, communitywide approach.

Perry, C. L., Williams, C. L., Veblen-Mortenson, S., Toomey, T. L., Komro, K. A., Anstine, P. S., ... & Wolfson, M. (1996). Project Northland: outcomes of a communitywide alcohol use prevention program during early adolescence. American Journal of Public Health86(7), 956-965.

Psychotherapy outcome studies do not accurately represent current models of psychotherapy: A proposed remedy.

It is argued that the design of contemporary psychotherapy outcome studies is conceptually incompatible with the models of psychotherapy evaluated in those studies. 

Persons, J. B. (1991). Psychotherapy outcome studies do not accurately represent current models of psychotherapy: A proposed remedy. American psychologist46(2), 99.

Why practicing psychologists are slow to adopt empirically-validated treatments.

A discussion of this chapter entitled "Dissemination of What, and to Whom?" by B. S. Kohlenberg follows this chapter. 

Persons, J. B. (1995). Why practicing psychologists are slow to adopt empirically-validated treatments. In S. C. Hayes, V. M. Follette, R. M. Dawes, & K. E. Grady (Eds.), Scientific standards of psychological practice: Issues and recommendations (pp. 141-157). Reno, NV, US: Context Press

Are Results of Randomized Controlled Trials Useful to Psychotherapists?

Two clinicians provided opposite answers to the title question: Persons argued that information from randomized controlled trials (RCTs) is vital to clinicians, and Silberschatz argued that information from RCTs is irrelevant to clinicians.

Persons, J. B., & Silberschatz, G. (1998). Are results of randomized controlled trials useful to psychotherapists?. Journal of consulting and clinical psychology66(1), 126.

Handbook of Psychology: Educational psychology

This award-winning twelve-volume reference covers every aspect of the ever-fascinating discipline of psychology and represents the most current knowledge in the field. This ten-year revision now covers discoveries based in neuroscience, clinical psychology's new interest in evidence-based practice and mindfulness, and new findings in social, developmental, and forensic psychology.

Pianta, R. C., Hamre, B., Stuhlman, M., Reynolds, W. M., & Miller, G. E. (2003). Handbook of psychology: Educational psychology.

Drive: The surprising truth about what motivates us

In this provocative and persuasive new book, the author asserts that the secret to high performance and satisfaction-at work, at school, and at home—is the deeply human need to direct our own lives, to learn and create new things, and to do better by ourselves and our world.

Pink, D. H. (2011). Drive: The surprising truth about what motivates us. Penguin.

Friends don’t let friends misuse NAEP data

This article shows some common type of misused or unhelpful NAEP analyses to look out for and avoid. This article also give some warning to avoid misuse of the NAEP data.

Polikoff, M.S. (2015). Friends don’t let friends misuse NAEP data. Retrieved from https://morganpolikoff.com/2015/10/6/friends-dont-let-friends-misuse-naep-data/

Processing Fluency as the Source of Experiences at the Fringe of Consciousness

The authors extend Mangan's account of fringe consciousness by discussing their work on processing experiences. This research shows that variations in speed at different stages of perceptual processing can jointly contribute to subjective processing ease, supporting Mangan's notion that different mental processes condense into one subjective experience.

Reber, R., Fazendeiro, T. A., & Winkielman, P. (2002). Processing fluency as the source of experiences at the fringe of consciousness. Psyche8(10), 1-21.

New evidence on the frequency of teacher turnover: Accounting for within-year turnover.

Teacher turnover occurs during and at the end of the school year, although documentation of within-year turnover currently rests on anecdotal evidence.

Redding, C., & Henry, G. T. (2018). New evidence on the frequency of teacher turnover: Accounting for within-year turnover. Educational Researcher47(9), 577-593.

Easy in, easy out: Are alternatively certified teachers turning over at increased rates?

The authors report on descriptive evidence of growing differences in the characteristics of alternatively and traditionally certified teachers and the schools in which they teach.

Redding, C., & Smith, T. M. (2016). Easy in, easy out: Are alternatively certified teachers turning over at increased rates?. American Educational Research Journal53(4), 1086-1125.

Paradigm shift: The past is not the future.

This chapter describe and contrast different paradigms for the design and delivery of school psychological services, analyze problems in the traditional delivery system, and review major policy and reform statements. The chapter concludes with a discussion of the knowledge base, underlying principles, and strategies that form the basis for psychological services that emphasize problem solving, functional assessment, and educational accountability.

Reschly, D. J., & Ysseldyke, J. E. (2002). Paradigm shift: The past is not the future.

Empirically supported comprehensive treatments for young children with autism

The criteria for empirically supported treatments, as described by Lonigan, Elbert, and Johnson (this issue), were applied to reports of eight treatment efficacy studies published in peer-reviewed journals.

Rogers, S. J. (1998). Empirically supported comprehensive treatments for young children with autism. Journal of clinical child psychology27(2), 168-179.

Empirically supported comprehensive treatments for young children with autism.

Describes treatment of autism, a severe, chronic developmental disorder that results in significant lifelong disability for most persons, with few persons ever functioning in an independent and typical lifestyle.

Rogers, S. J. (1998). Empirically supported comprehensive treatments for young children with autism. Journal of clinical child psychology27(2), 168-179.

Psychology should list empirically supported principles of change (ESPs) and not credential trademarked therapies or other treatment packages

Current systems for listing empirically supported therapies (ESTs) provide recognition to treatment packages, many of them proprietary and trademarked, without regard to the principles of change believed to account for their effectiveness.

Rosen, G. M., & Davison, G. C. (2003). Psychology should list empirically supported principles of change (ESPs) and not credential trademarked therapies or other treatment packages. Behavior modification27(3), 300-312.

Law, Science, and Accidents: The British Road Safety Act of 1967

The British Road Safety Act of 1967, which introduces scientific tests to determine and define the crime of drinking and driving, has been the subject of much interest among American lawyers and social scientists.

Ross, H. L. (1973). Law, science, and accidents: the British Road Safety Act of 1967. The Journal of Legal Studies2(1), 1-78.

The Demon-Haunted World: Science as a Candle in the Dark

Casting a wide net through history and culture, Sagan examines and authoritatively debunks such celebrated fallacies of the past as witchcraft, faith healing, demons, and UFOs. And yet, disturbingly, in today's so-called information age, pseudoscience is burgeoning with stories of alien abduction, channeling past lives, and communal hallucinations commanding growing attention and respect. 

Sagan, C. (2011). The demon-haunted world: Science as a candle in the dark. Ballantine Books.

Toward a theory of automatic information processing in reading.

This article discuss about automaticity theory and attempt to do 2 things: 1. describe automaticity theory and its practical applications; and 2. explain some of the new ideas about automaticity. 

Samuels, S. J. (1994). Toward a theory of automatic information processing in reading, revisited.

Mental health: A report of the Surgeon General--Executive summary.

Two messages are conveyed in the report: Mental health is fundamental to health, and mental disorders are real health conditions. The surgeon general's report summarizes the Office's detailed review of more than 3,000 research articles, plus 1st-person accounts from individuals who have been afflicted with mental disorders. 

Satcher, D. (2000). Mental health: A report of the Surgeon General--Executive summary. Professional Psychology: Research and Practice, 31(1), 5-13.

Replication: A Design Principle for Field Research

This article suggests the routine use of replications in field studies. 

Schafer, W. D. (2001). Replication: A design principle for field research. Practical Assessment, Research & Evaluation7(15), 1-7.

Multisystemic Therapy: Monitoring Treatment Fidelity

The challenges of specifying a complex and individualized treatment model and measuring fidelity thereto are described, using multisystemic therapy (MST) as an example.

Schoenwald, S. K., Henggeler, S. W., Brondino, M. J., & Rowland, M. D. (2000). Multisystemic therapy: Monitoring treatment fidelity. Family Process39(1), 83-103.

Evaluation Thesaurus. Third Edition.

Written by one of the leaders in evaluation, Evaluation Thesaurus, Fourth Edition, provides readers with a quick analysis of the leading concepts, positions, acronyms, processes, techniques, and checklists in the field of evaluation.

Scriven, M. (1991). Evaluation thesaurus. Sage.

The Fifth Discipline: The Art and Practice of the Learning Organization

The leadership stories in the book demonstrate the many ways that the core ideas in The Fifth Discipline, many of which seemed radical when first published in 1990, have become deeply integrated into people's ways of seeing the world and their managerial practices.

Senge, P. M. (2006). The fifth discipline: The art and practice of the learning organization. Broadway Business.

Home-Based Behavioral Treatment of Young Children with Autism

This study evaluated the impact of intensive behavioral treatment on the development of young autistic children.

Sheinkopf, S. J., & Siegel, B. (1998). Home-based behavioral treatment of young children with autism. Journal of autism and developmental disorders28(1), 15-23.

Interventions for academic and behavior problems II: Preventive and remedial approaches

As the successor to one of NASP's most popular publications, Interventions for Academic and Behavior Problems II offers the latest in evidence-based measures that have proven to create safer, more effective schools.

Shinn, M. R., Walker, H. M., & Stoner, G. E. (2002). Interventions for academic and behavior problems II: Preventive and remedial approaches. National Association of School Psychologists.

Roles and responsibilities of researchers and practitioners for translating research to practice

This paper outlines the best practices for researchers and practitioners translating research to practice as well as recommendations for improving the process.

Shriver, M. D. (2007). Roles and responsibilities of researchers and practitioners for translating research to practice. Journal of Evidence-Based Practices for Schools, 8(1), 1-30.

Teams in the Military: A Review and Emerging Challenges

the purpose of this chapter is to review the science of teams and their effectiveness, extrapolate critical lessons learned, and highlight several future challenges critical for military psychology to address in order to prepare future military teams for success.

Shuffler, M. L., Pavlas, D., & Salas, E. (2012). Teams in the military: A review and emerging challenges. In J. H. Laurence & M. D. Matthews (Eds.), The Oxford handbook of military psychology(pp. 282–310). Oxford, UK: Oxford University Press.

Tactics of Scientific Research: Evaluating Experimental Data in Psychology.

Discussing the major themes of replication, variability, and experimental design, Sidman describes the step-by-step planning of experiments, the need for constant attention to trends of incoming data, and the alteration of plan, method, or design that those trends sometimes make necessary

Sidman, M. (1960). Tactics of Scientific Research: Evaluating Experimental Data in Psychology.  Boston: Authors Cooperative. 

Tactics of scientific research; evaluating experimental data in psychology.

Discussing the major themes of replication, variability, and experimental design, Sidman describes the step-by-step planning of experiments, the need for constant attention to trends of incoming data, and the alteration of plan, method, or design that those trends sometimes make necessary.

Sidman, M. (1960). Tactics of scientific research; evaluating experimental data in psychology. New York: basic Books

Cross-sectional time-series experiments: Some suggested statistical analyses

In this article, alternative analytical procedures are developed for cross-sectional time-series in which the sample size is large and the number of observations per case is relatively small.

Simonton, D. K. (1977). Cross-sectional time-series experiments: Some suggested statistical analyses. Psychological Bulletin84(3), 489.

Erratum to Simonton.

In this article, alternative analytical procedures are developed for cross-sectional time-series in which the sample size is large and the number of observations per case is relatively small.

Simonton, D. K. (1977). Erratum to Simonton.

Horticulture as Therapy: Principles and Practice

Did you know that plants and plant products can be used to improve people’s cognitive, physical, psychological, and social functioning? Well, they can, and Horticulture as Therapy is the book to show you how! 

Simson, S., & Straus, M. (1997). Horticulture as therapy: Principles and practice. CRC Press.

A Case History in Scientific Method.

The case history in scientific method cited is autobiographical; Skinner relates certain relevant experiences in the development of some of his scientific contributions.

Skinner, B. F. (1956). A case history in scientific method. American Psychologist11(5), 221.

Science and human behavior

The psychology classic—a detailed study of scientific theories of human nature and the possible ways in which human behavior can be predicted and controlled. 

Skinner, B. F. (1965). Science and human behavior (No. 92904). Simon and Schuster.

The Shame of American Education

Recent analyses of American schools and proposals for school reform have missed an essential point: Most current problems could be solved if students learned twice as much in the same time and with the same effort.

Skinner, B. F. (1984). The shame of American education. American Psychologist, 39(9), 947.

Retrieval practice protects memory against acute stress.

A commentary on: Retrieval practice protects memory against acute stress

Smith, A. M., Floerke, V. A., & Thomas, A. K. (2016). Retrieval practice protects memory against acute stress. Science354(6315), 1046-1048.

Outcome of Early Intervention for Children With Autism

Since 1980, 12 peer-reviewed outcome studies (nine on behavior analytic programs, one on Project TEACCH, and two on Colorado Health Sciences) have focused on early intervention for children with autism. Mean 10 gains of 7-28 points were reported in studies of behavior analytic programs, and 3-9 in studies on TEACCH and Colorado. 

Smith, T. (1999). Outcome of early intervention for children with autism. Clinical Psychology: Science and Practice6(1), 33-49.

Denialism: How irrational thinking hinders scientific progress,

In this provocative and headline-making book, Michael Specter confronts the widespread fear of science and its terrible toll on individuals and the planet.

Smith, T. C. (2010). Denialism: How Irrational Thinking Hinders Scientific Progress, Harms the Planet, and Threatens our Lives.

Digest of Education Statistics 2010

The 2010 edition of the Digest of Education Statistics is the 46th in a series of publications initiated in 1962. The Digest includes a selection of data from many sources, both government and private, and draws especially on the results of surveys and activities carried out by the National Center for Education Statistics (NCES).

Snyder, T. D., & Dillow, S. A., (2010). Digest of Education Statistics 2010. U.S. Department of Education: Washington, DC. Retrieved from http://nces.ed.gov/pubs2011/2011015.pdf

Stanfrod Education Data Archive

The Stanford Education Data Archive (SEDA) is an initiative aimed at harnessing data to help scholars, policymakers, educators, and parents learn how to improve educational opportunity for all children. The data are publicly available here, so that anyone can obtain detailed information about American schools, communities, and student success.

Stanfrod Education Data Archive. Standford Center for Education Policy Analysis. Retrieved from https://cepa.stanford.edu/seda/overview

The Number of Low-Performing Schools by State in Three Categories (CSI, TSI, and ATSI), School Year 2018-19.

This report, completed by the Center on Education Policy, attempts to provide an initial snapshot of the number and percentages of schools each states has identified low performing. It provides an early look at a very diverse set of guidelines.  The data show a wide range of results in terms of the percentage of schools identified as low performing. The overall range is 3% to 99%, with individual states spread out fairly evenly in between. Eight states identified over 40% of their public schools as low performing, eleven states 20%–40%, fifteen states 11%–19%, and thirteen states 3%–10%. Even with the limitations of the data listed above, this data suggests inconsistent standards across states.

Stark Renter, D., Tanner, K., Braun, M. (2019). The Number of Low-Performing Schools by State in Three Categories (CSI, TSI, and ATSI), School Year 2018-19. A Report of the Center on Education Policy

Are Samples in Randomized Controlled Trials of Psychotherapy Representative of Community Outpatients? A New Methodology and Initial Findings.

To determine the extent to which published randomized controlled trials (RCTs) of psychotherapy can be generalized to a sample of community outpatients, the authors used a method of matching information obtained from outpatient charts to inclusion and exclusion criteria from published RCT studies. 

Stirman, S. W., DeRubeis, R. J., Crits-Christoph, P., & Brody, P. E. (2003). Are Samples in Randomized Controlled Trials of Psychotherapy Representative of Community Outpatients? A New Methodology and Initial Findings. Journal of Consulting and Clinical Psychology, 71(6), 963-972.

A Meta-Analysis of Direct Instruction

A soon to be published meta-analysis of Direct Instruction (DI) curricula that reviews research on DI curricula between 1966-2016 reports that DI curricula produced moderate to large effect sizes across the curriculum areas reading, math, language, and spelling.  The review is notable because it reviews a much larger body of DI research than has occurred in the past and covers a wide range of experimental designs (from single subject to randomized trials).  328 studies were reviewed and almost 4,000 effects were considered.  Given the variability in research designs and the breadth of the effects considered, it suggests that DI curricula produce robust results.  There was very little decline during maintenance phases of the study and greater exposure to the curricula resulted in greater effects.

Stockard, J., Wood, T. W., Coughlin, C. & Khoury, C. R. (in press), Review of Educational Research.  DOI: 10.3102/0034654317751919

 

An explicit technology of generalization.

This review summarizes the structure of the generalization literature and its implicit embryonic technology, categorizing studies designed to assess or program generalization according to nine general headings:

Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization 1. Journal of applied behavior analysis10(2), 349-367.

Training in and Dissemination of Empirically-Validated Psychological Treatments: Report and Recommendations

At the request of David Barlow, President of Division 12, and under the aegis of Section III, this task force was constituted to consider methods for educating clinical psychologists, third party payors, and the public about effective psychotherapies

Task Force on Promotion and Dissemination of Psychological Procedures, Division of Clinical Psychology, American Psychological Association. (1995). Training in and Dissemination of Empirically-Validated Psychological Treatments: Report and Recommendations. The Clinical Psychologist, 48, 3-23. 

Sentinel Event

The Sentinel Event Policy explains how The Joint Commission partners with health care organizations that have experienced a serious patient safety event to protect the patient, improve systems, and prevent further harm.

The Joint Commission, (2011), Sentinel Event, Retrieved from  https://www.jointcommission.org/sentinel_event.aspx

Best practices in school psychology III.

Increasingly, school services are being guided by a problem solving approach and are evaluated by the achievement of positive outcomes. This shift is explored here in 96 chapters and 11 appendices. The volume provides a comprehensive reference relating contemporary research and thought to quality professional services

Thomas, A., & Grimes, J. (Eds.). (1995). Best practices in school psychology III.Washington, DC: National Association of School Psychologists.

Evaluating the Quality of Evidence From Correlational Research for Evidence-Based Practice

The present article proposes some quality indicators for evaluating correlational research in efforts to inform evidence-based practice.

Thompson, B., Diamond, K. E., McWilliam, R., Snyder, P., & Snyder, S. W. (2005). Evaluating the quality of evidence from correlational research for evidence-based practice. Exceptional Children71(2), 181-194.

The evolution of school psychology to science-based practice: Problem solving and the three-tiered model.

This chapter chronicles some of the major steps school psychology has taken toward adopting science as the basis of practice. Each step has yielded benefits for students as well as practice challenges to be overcome.

Tilly, W. D. (2008). The evolution of school psychology to science-based practice: Problem solving and the three-tiered model. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology–5(pp. 17–36). Bethesda, MD: National Association of School Psychologists.

Single-case and small-n experimental designs: A practical guide to randomization tests

Originally published in 1992, the editors of this volume fulfill three main goals: to take stock of progress in the development of data-analysis procedures for single-subject research

Todman, J. B., & Dugard, P. (2001). Single-case and small-n experimental designs: A practical guide to randomization tests. Psychology Press.

Living an idea: Empowerment and the evolution of an alternative high school.

This book is about the creation and 14 year evolution of a public alternative inner-city high school—New Haven, CT's High School in the Community (HSC). This school lived an idea—empowerment. Students were encouraged to participate in shaping many aspects of their education, teachers were responsible for running the school, and parents invited to help govern.

Trickett, E. J. (1991). Living an idea: Empowerment and the evolution of an alternative high school. Brookline Books.

Reinforcement history as possible basis for the relationship between self-percepts of efficacy and responses to treatment

The empirical correlation of self-efficacy statements and treatment outcome reported by Bandura (1977) is acknowledged. The question at issue is whether this correlation is due to an integrative construct called self or social contingencies. 

Tryon, W. W. (1982). Reinforcement history as possible basis for the relationship between self-percepts of efficacy and responses to treatment. Journal of behavior therapy and experimental psychiatry13(3), 201-202.

Identifying research-based practices for response to intervention: Scientifically-based instruction

This paper examines the types of research to consider when evaluating programs, how to know what “evidence’ to use, and continuums of evidence (quantity of the evidence, quality of the evidence, and program development).

Twyman, J. S., & Sota, M. (2008). Identifying research-based practices for response to intervention: Scientifically based instruction. Journal of Evidence-Based Practices for Schools, 9(2), 86-101.

Employment status of the civilian population 25 years and over by educational attainment

Employment status of the civilian population 25 years and over by educational attainment

U.S. Bureau of Labor Statistics. (2013). Employment status of the civilian population 25 years and over by educational attainment. [Table A-4]. Retrieved from https://www.bls.gov/webapps/legacy/cpsatab4.htm

Abstract of the United States: 2012

The Statistical Abstract of the United States is the authoritative and comprehensive summary of statistics on the social, political, and economic organization of the United States.

U.S. Census Bureau. (2011). Abstract of the United States: 2012 (131st Edition). [Table 232]. Retrieved from https://www.census.gov/library/publications/2011/compendia/statab/131ed.html

Twenty-Sixth Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act

The text and graphics contained in the 26th Annual Report to Congress were developed primarily from data from the Office of Special Education Programs (OSEP) Data Analysis System (DANS). DANS is a repository for all the data mandated by the Individuals with Disabilities Education Act (IDEA) to be collected from states annually. 

US Department of Education. (1998). Twentieth annual report to Congress on the implementation of the Individuals with Disabilities Education Act.

Examining reproducibility in psychology: A hybrid method for combining a statistically significant original study and a replication

The unrealistically high rate of positive results within psychology has increased the attention to replication research. However, researchers who conduct a replication and want to statistically combine the results of their replication with a statistically significant original study encounter problems when using traditional meta-analysis techniques. The original study’s effect size is most probably overestimated because it is statistically significant, and this bias is not taken into consideration in traditional meta-analysis. We have developed a hybrid method that does take the statistical significance of an original study into account and enables (a) accurate effect size estimation, (b) estimation of a confidence interval, and (c) testing of the null hypothesis of no effect. We analytically approximate the performance of the hybrid method and describe its statistical properties. By applying the hybrid method to data from the Reproducibility Project: Psychology (Open Science Collaboration, 2015), we demonstrate that the conclusions based on the hybrid method are often in line with those of the replication, suggesting that many published psychological studies have smaller effect sizes than those reported in the original study, and that some effects may even be absent. We offer hands-on guidelines for how to statistically combine an original study and replication, and have developed a Web-based application (https://rvanaert.shinyapps.io/hybrid) for applying the hybrid method.

van Aert, R. C. M., & van Assen, M. A. L. M. (2018). Examining reproducibility in psychology: A hybrid method for combining a statistically significant original study and a replication. Behavior Research Methods, 50(4),1515–1539.

The Innovation Journey

The Innovation Journey presents the results of a major longitudinal study that examined the process of innovation from concept to implementation of new technologies, products, processes, and administrative arrangements.

Van de Ven, A. H., Polley, D. E., Garud, R., & Venkataraman, S. (1999). The Innovation Journey, New York: Oxford Univ.

The Reliability and Accuracy of Time Series Model Identification

In order to determine the reliability and accuracy of model identification, 12 extensively trained subjects were each asked to identify 32 different computer-generated time series.  The purpose of the analysis is to determine if the intervention resulted in a significant change in the level and/or slope of the series. 

Velicer, W. F., & Harrop, J. (1983). The reliability and accuracy of time series model identification. Evaluation Review7(4), 551-560.

Cross-Sectional Time Series Designs: A General Transformation Approach

This article extends the general transformation matrix approach to the analysis of multiple-unit data by the development of a patterned transformation matrix. 

Velicer, W. F., & McDonald, R. P. (1991). Cross-sectional time series designs: A general transformation approach. Multivariate behavioral research26(2), 247-254.

Alcohol, Young Drivers, and Traffic Accidents

Education and law are two general approaches that have been used in efforts to prevent alcohol-related problems among young people. This book focuses on the legal approach, commonly expressed in legislation that specifies the legal-drinking age. 

Wagenaar, A. C. (1983). Alcohol, young drivers, and traffic accidents. Lexington, MA: Lexington Books.

Preventing Highway Crashes by Raising the Legal Minimum Age for Drinking: The Michigan Experience 6 Years Later

Results of a 6-year follow-up of previous research evaluating the effects of Michigan's December 1978 increase in the legal drinking age from IS to 21 are reported. 

Wagenaar, A. C. (1986). Preventing highway crashes by raising the legal minimum age for drinking: the Michigan experience 6 years later. Journal of Safety Research17(3), 101-109.

Minimum Drinking Age and Alcohol Availability to Youth: Issues and Research Needs

This article discusses the effects of minimum drinking age on alcohol use, effects of minimum drinking age on traffic crashes, effect of minimum drinking age on other health and social problems. In the end, the author calls for research needs on youth alcohol availability. 

Wagenaar, A. C. (1993). Minimum drinking age and alcohol availability to youth: Issues and research needs. Economics and the Prevention of Alcohol-Related Problems. Rockville, MD: National Institute on Alcohol Abuse and Alcoholism, 175-200.

The Legal Minimum Drinking Age in Texas: Effects of an Increase from 18 to 19

Effects on motor vehicle crash involvement of raising the legal drinking age in Texas from 18 to 19 were examined, using an interrupted time-series design. It is clear that the l-year increase in legal age in Texas had a significant effect on youth crash involvement. 

Wagenaar, A. C., & Maybee, R. G. (1986). The legal minimum drinking age in Texas: Effects of an increase from 18 to 19. Journal of safety research17(4), 165-178.

Preventing Injuries to Children Through Compulsory Automobile Safety Seat Use

Effects of Michigan's law requiring all young children to be restrained when traveling in automobiles were assessed. Data on all reported residents of the state who were involved in crashes from 1978 through 1983 were examined using times-series analysis methods.

Wagenaar, A. C., & Webster, D. W. (1986). Preventing injuries to children through compulsory automobile safety seat use. Pediatrics78(4), 662-672.

Communities Mobilizing for Change on Alcohol Lessons and Result from a 15-Community Randomized Trial

Communities Mobilizing for Change on Alcohol (CMCA) is a 15-community randomized trial designed to develop, implement, and evaluate a 2¹⁄₂ year community organizing intervention to change policies and practices of major community institutions.

Wagenaar, A. C., Gehan, J. P., Jones‐Webb, R., Toomey, T. L., Forster, J. L., Wolfson, M., & Murray, D. M. (1999). Communities mobilizing for change on alcohol: Lessons and results from a 15‐community randomized trial. Journal of Community Psychology27(3), 315-326.

Communities Mobilizing for Change on Alcohol: Outcomes from a Randomized Community Trial*

Communities Mobilizing for Change on Alcohol (CMCA) was a randomized 15-community trial of a community organizing intervention designed to reduce the accessibility of alcoholic beverages to youths under the legal drinking age

Wagenaar, A. C., Murray, D. M., Gehan, J. P., Wolfson, M. F. J. L., Forster, J. L., Toomey, T. L., ... & Jones-Webb, R. (2000). Communities mobilizing for change on alcohol: outcomes from a randomized community trial. Journal of studies on alcohol61(1), 85-94.

Communities mobilizing for change on alcohol: Design of a randomized community trial.

Describes the evaluation design of the CMCA (Communities Mobilizing for Change on Alcohol) project. The effects of the intervention on youth alcohol access, alcohol use, and related problems were determined using a combination of a randomized community trial and a time-series design. 

Wagenaar, A. C., Murray, D. M., Wolfson, M., & Forster, J. L. (1994). Communities mobilizing for change on alcohol: Design of a randomized community trial. Journal of Community Psychology.

Graphic discovery: A trout in the milk and other visual adventures.

This book is the first to comprehensively plot humankind's fascinating efforts to visualize data, from a key seventeenth-century precursor--England's plague-driven initiative to register vital statistics--right up to the latest advances.

Wainer, H. (2005). Graphic discovery: A trout in the milk and other visual adventures. Princeton University Press.

Three Statistical Paradoxes in the Interpretation of Group Differences: Illustrated with Medical School Admission and Licensing Data 1

This paper describes three of the best known of these paradoxes --Simpson’s Paradox, Kelley’s Paradox, and Lord’s Paradox -- and illustrate them in a single data set. 

Wainer, H., & Brown, L. (2004). Two statistical paradoxes in the interpretation of group differences: Illustrated with medical school admission and licensing data. The American Statistician, 58, 117–123. http://www.statlit.org/pdf/2004wainer_threeparadoxes.pdf

Systematic screening for behavior disorders (SSBD)

This kit presents the Systematic Screening for Behavior Disorders (SSBD) as a tool to identify behavior disorders in elementary-aged students. The kit contains a user's guide and administration manual, a technical manual reporting psychometric properties of the SSBD, an observer training manual, and multiple copies of the screening instruments.

Walker, H. M., Severson, H., & Feil, E. G. (1990). Systematic screening for behavior disorders (SSBD). Longmont, CO: Sopris West.

The Effects of the Anti-Smoking Campaign On Cigarette Consumption

The impact of the anti-smoking campaign on the consumption of cigarettes is measured by fitting cigarette demand functions to pre-campaign data, projecting "ahead" as if the campaign had not occurred, and then comparing these predictions with realized consumption.

Warner, K. E. (1977). The effects of the anti-smoking campaign on cigarette consumption. American journal of public health67(7), 645-650.

Finding, evaluating, refining, and applying empirically supported treatments for children and adolescents

The Child Task Force report represents an important initial step in this direction. Here they offer both praise and critique, suggesting a number of ways the task force process and product may be improved. 

Weisz, J. R., & Hawley, K. M. (1998). Finding, evaluating, refining, and applying empirically supported treatments for children and adolescents. Journal of Clinical Child Psychology27(2), 206-216.

Child and adolescent psychotherapy outcomes in experiments versus clinics: Why the disparity?

In a recent article, Weisz, Weiss, and Donenberg (1992) compared the effects of child and adolescent psychotherapy in experimental studies and in studies of clinic practice. This paper update that report with new information and we explore 10 possible reasons why, to date, therapy in experiments appears to have shown larger effect sizes than therapy in clinics

Weisz, J. R., Donenberg, G. R., Han, S. S., & Kauneckis, D. (1995). Child and adolescent psychotherapy outcomes in experiments versus clinics: Why the disparity?. Journal of Abnormal Child Psychology23(1), 83-106.

Bridging the Gap Between Laboratory and Clinic in Child and Adolescent Psychotherapy

This article addresses the gap between clinical practice and the research laboratory. We focus on the issue as it relates specifically to interventions for children and adolescents.

Weisz, J. R., Donenberg, G. R., Han, S. S., & Weiss, B. (1995). Bridging the gap between laboratory and clinic in child and adolescent psychotherapy. Journal of consulting and clinical psychology63(5), 688.

More of what? Issues raised by the Fort Bragg study.

The study does suggest that "more is not always better" (L. Bickman, 1996), but more of what? Little is known about the specific interventions that were combined to form the Fort Bragg system of care, so the study does not really reveal what failed or what needs to be changed. 

Weisz, J. R., Han, S. S., & Valeri, S. M. (1997). More of what? Issues raised by the Fort Bragg study.

Stressing the (other) three Rs in the search for empirically supported treatments: Review procedures, research quality, relevance to practice and the public interest

The Society of Clinical Psychology's task forces on psychological intervention developed criteria for evaluating clinical trials, applied those criteria, and generated lists of empirically supported treatments. Building on this strong base, the task force successor, the Committee on Science and Practice, now pursues a three‐part agenda

Weisz, J. R., Hawley, K. M., Pilkonis, P. A., Woody, S. R., & Follette, W. C. (2000). Stressing the (other) three Rs in the search for empirically supported treatments: Review procedures, research quality, relevance to practice and the public interest. Clinical Psychology: Science and Practice7(3), 243-258.

The Empirical Status of Empirically Supported Psychotherapies: Assumptions, Findings, and Reporting in Controlled Clinical Trials

This article provides a critical review of the assumptions and findings of studies used to establish psychotherapies as empirically supported.

Westen, D., Novotny, C. M., & Thompson-Brenner, H. (2004). The empirical status of empirically supported psychotherapies: assumptions, findings, and reporting in controlled clinical trials. Psychological bulletin130(4), 631.

Evidence-Based Education (EBE)

This slide show presents what is EBE and what are EBE goals in education. 

Whitehurst, G. J. (2002). Evidence-based education (EBE). Washington, DC. Retrieved Juanuary9(2), 6.

How to teach critical thinking.

This paper considers what the research can tell us about how critical thinking is acquired, and the implications for how education might best develop young people’s critical thinking capabilities.

Willingham, D. (2019). How to teach critical thinking. New South Wales (NSW) Department of Education.

Why don't students like school? A cognitive scientist answers questions about how the mind works and what it means for the classroom

The cognitive principle that guides this article is: People are naturally curious, but they are not naturally good thinkers; unless the cognitive conditions are right, people will avoid thinking.

Willingham, D. T. (2009). Why don't students like school?: A cognitive scientist answers questions about how the mind works and what it means for the classroom. John Wiley & Sons.

Manual-based treatments: The clinical application of research findings

In addition to their now required use in controlled outcome studies, treatment manuals offer important advantages for clinical practice. Manual-based treatments are often empirically-validated, more focused, and more disseminable.

Wilson, G. T. (1996). Manual-based treatments: The clinical application of research findings. Behaviour Research and Therapy34(4), 295-314.

Reporting on Studies Using Single-Subject Experimental Methods.

This paper describes guidelines for reporting findings from studies using single subject methods, an approach from which early intervention has benefited substantially.

Wolery, M., & Dunlap, G. (2001). Reporting on Studies Using Single-Subject Experimental Methods. Journal of Early Intervention24(2), 85-89.

Subject Descriptions and Single-Subject Research

In this manuscript, we respond to the minimum standards for describing research subjects as proposed by the Council for Learning Disabilities (CLD) Research Committee. Three issues are raised about the standards: (a) whether justification exists for the recommended standards. 

Wolery, M., & Ezell, H. K. (1993). Subject descriptions and single-subject research. Journal of Learning Disabilities26(10), 642-647.

Social Validity: The Case for Subjective Measurement or How Applied Behavior Analysis is Finding its Heart

This manuscript was presented as an invited address to the Division of the Experimental Analysis of Behavior, American Psychological Association, Washington, D.C., September, 1976. 

Wolf, M. M. (1978). SOCIAL VALIDITY: THE CASE FOR SUBJECTIVE MEASUREMENT or HOW APPLIED BEHAVIOR ANALYSIS IS FINDING ITS HEART 1. Journal of applied behavior analysis11(2), 203-214.

Organisation for Economic Co-operation and Development.

The Organisation for Economic Co-operation and Development (OECD) is one of the least written about and least understood of our major global institutions. This new book builds a well-rounded understanding of this crucial, though often neglected, institution.

Woodward, R. (2009). The organisation for economic co-operation and development (OECD). Routledge.

An Update on Empirically Validated Therapies

In 1995 the Division 12 Task Force on Promotion and Dissemination of Psychological Procedures published its report in this journal. A major focus of that report was increasing training in psychological interventions that have been supported in empirical research by making clinical psychologists and students more aware of these treatments and facilitating training opportunities.

Woody, S. S., Beutler, L., Williams, D. A., & McCurry, S. (1996). An update on empirically validated therapies. Clinical Psychologist49, 5-18.

Putting Alternate Assessments into Practice: What to Measure and Possible Sources of Data

This report defines alternate assessment, describe methods that can be used to collect data and describe domains in which data should be collected.

Ysseldyke, J., & Olsen, K. (1999). Putting alternate assessments into practice: What to measure and possible sources of data. Exceptional Children65(2), 175-185.

Randomized Trials and Quasi-Experiments in Education Research
This paper examines the benefits and challenges inherent in using randomized clinical trials and quasi-experimental designs in the field of education research.
Angrist, J. D. (2003). Randomized trials and quasi-experiments in education research. NBER Reporter Online, (Summer 2003), 11-14.
The Right To Effective Education
The purpose of this Web Site is to disseminate information about behavioral fluency; and to connect people interested in building fluent behavior of all kinds and for all types of people.
Barrett, B. H., Beck, R., Binder, C., Cook, D. A., Engelmann, S., Greer, R. D., ... & Watkins, C. L. (1991). The right to effective education. The Behavior Analyst, 14(1), 79.
Assessing The Value-Added Effects Of Literacy Collaborative Professional Development On Student Learning
This is a 4-year longitudinal study of the effects of Literacy Collaborative (LC), a school-wide reform model that relies on coaching of teachers for improving student literacy learning.
Biancarosa, G., Bryk, A. S., & Dexter, E. R. (2010). Assessing the value-added effects of literacy collaborative professional development on student learning. The elementary school journal, 111(1), 7-34.
Distinguishing Science and Pseudoscience
This paper works as a primer to help discern real science from the significant numbers of reports of false science and pseudoscience that we are daily bombarded with from the media as well as published works that purport to be scientific.
Coker, R. (2001). Distinguishing science and pseudoscience. Retrieved September, 10, 2009.
Fallacy Files
This is a collection and examination of logical fallacies.
Curtis, G. N. (2012). Fallacy files. URL http://www. fallacyfiles. org.
Stephen's guide to the logical fallacies
This paper examines common logical fallacies
Downes, S. (1995). Stephen’s guide to the logical fallacies. Electronic document.
Can Randomized Trials Answer the Question of What Works?
This article discusses the use of randomized controlled trials as required by the Department of Education in evaluating the effectiveness of educational practices.
EDUC, A. R. O. (2005). Can randomized trials answer the question of what works?.
Scientific Research and Evidence-Based Practice, 2003
This paper examines the issue of evidence-based practices for use in education. Evidence-based education (EBE) is examined in the context of evidence-based practice in the field of medicine on which EBE is based. The medical model is compared with EBE with an emphasis on how to develop EBE products and services.
Hood, P. D. (2003). Scientific research and evidence-based practice. San Francisco: WestEd.
Why Most Published Research Findings Are False
This essay discusses issues and concerns that too many research findings may be false. The paper examines reasons a study may prove inaccurate including: the study power and bias, the number of other studies on the same question, and the ratio of true to no relationships. Finally, it considers the implications these problems create for conducting and interpreting research.
Ioannidis, J. P. (2005). Why most published research findings are false. PLoS medicine, 2(8), e124.
The National Center for Special Education Research (NCSER) in IES
This powerpoint presentation provides an overview of the National Center for Education Research (NCSER)
Kame’enui, E. and Gonzalez, P. (2006)
Single-Case Designs for Educational Research
This paper examines the benefits and challenges inherent in using of randomized clinical trials and quasi-experimental designs in the field of education research.
Kazdin, A. E. (2011). Single-case research designs: Methods for clinical and applied settings . Oxford University Press.
A Policymaker's Primer on Education Research
The goal of this Policymaker’s Primer on Education Research is to help policymakers and other interested individuals answer three big questions: (1) What does the research say? (2) Is the research trustworthy? (3) How can the research be used to guide policy?
Lauer, P. A. (2004, February). A Policymaker's Primer on Education Research: How to Understand, Evaluate and Use it. ECS.
What Is a Culture of Evidence? How Do You Get One? And... Should You Want One?
This paper uses a framework derived from Cultural Historical Activity Theory to describe changes in organizational practice in two teacher education programs as they began to use new sources of outcome data to make decisions about program design, curriculum and instruction.
Peck, C. A., & McDonald, M. A. What Is a Culture of Evidence? How Do You Get One? And... Should You Want One?. Teachers College Record. Date accessed: 3/21/14 http://www.tcrecord.org/Content.asp?contentid=17359
Experimental and Quasi-Experimental Designs for Generalized Causal Inference
This book is a valuable resource for graduate students and applied researchers who are interested designing experimental studies as well as for those needing to interpret both experimental and quasi-experimental research in the social and behavioral sciences.
Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Wadsworth Cengage Learning.
Baloney Detection Kit
“The Demon-Haunted World”, Carl Sagan provides tools for skeptical thinking. This excellent list is a strong tool to weed out the bad seeds in science.
Shermer, M., & Linse, P. (2001). The Baloney Detection Kit. Skeptic Society.
Pasteur’s Quadrant as the Bridge Linking Rigor with Relevance
The authors propose educational design research and communities of practice as frameworks through which to realize the promise of Pasteur's quadrant.
Smith, G. J., Schmidt, M. M., Edelen-Smith, P. J., & Cook, B. G. (2013). Pasteur's Quadrant as the Bridge Linking Rigor With Relevance. Exceptional Children, 79(2), 147-161.
Can Traditional Public Schools Replicate Successful Charter Models? A Different Take
This Op Ed piece from Daniel Willingham examines the study, Injecting Charter School Best Practices into Traditional Public Schools: Evidence from Field Experiments. Willingham makes a number of interesting points including: the need to disseminate the results of studies that failed to produce significant effects and the importance of understanding what and how it the study failed.
Willingham, D. (2014). Can Traditional Public Schools Replicate Successful Charter Models? A Different Take. Real Clear Education.
Translating Evidence into Efficacy: Evaluating Strengths and Weaknesses of Different Study Designs
This is a critical examination of the strength and weaknesses of research designs.
Wong, N. (2006). Translating Evidence into Efficacy: Evaluating Strengths and Weaknesses of Different Study Designs. Retrieved July 17, 2014.
TITLE
SYNOPSIS
Australian Society for Evidence Based Teaching

This web site provides evidence-based resources for free to teachers, principals, and parents.

Best Evidence Encyclopedia

The Best Evidence Encyclopedia is a free web site created by the Johns Hopkins University School of Education's Center for Data-Driven Reform in Education (CDDRE) under funding from the Institute of Education Sciences, U.S. Department of Education. It is intended to give educators and researchers fair and useful information about the strength of the evidence supporting a variety of programs available for students in grades K-12.

Cambridge Center for Behavioral Studies
The mission of the organization is to advance the scientific study of behavior and its humane application to the solution of practical problems in the home, school, community, and the workplace
Campbell Collaboration (C2)

The organization promotes well-informed decision making by preparing, maintaining and disseminating systematic reviews in education, crime and justice, social welfare and international development.

Center for Research and Reform in Education (CRRE)
CRRE is a research center who’s major goal is to improve the quality of education through high-quality research and evaluation studies and the dissemination of evidence-based research.
Cochrane Collaboration
Cochrane is an independent network of health practitioners, researchers, patient advocates and others, responding to the challenge of making the vast amounts of evidence generated through research useful for informing decisions about health.
Current Controlled Trials - Medicine
This is an example from medicine of dissemination of evidence-based practices.
Daniel Willingham - Web Site
Daniel Willingham is a resource to help those interested in issues of education to find practical, helpful information on what works and what doesn’t. His videos are of special interest.
Data Quality Campaign
This nonprofit organization promotes the systematic and outcome driven use of data at all levels of education
Institute of Education Sciences
IES is the statistics, research, and evaluation arm of the U.S. Department of Education. Its mission is to provide scientific evidence on which to ground education practice and policy and to share this information in formats that are useful and accessible to educators, parents, policymakers, researchers, and the public.
Journal of Contemporary Clinical Trials
Contemporary Clinical Trials is an international journal that publishes manuscripts pertaining to the design, methods and operational aspects of clinical trials.
Logical Positivism
An overview of Logical Positivism and it’s impact on science and the issue of verifiability.
National Education Policy Center
The mission of the National Education Policy Center is to produce and disseminate high-quality, peer-reviewed research to inform education policy discussions.
National Institute of child Health and Human Development (NICHD)
The NICHD conducts and supports research, that explore health processes; examines the impact of disabilities, diseases, and variations on the lives of individuals.
National Science Foundation
NSF is a federal agency created to promote the progress of science; to advance the national health, prosperity, and welfare; to secure the national defense.
New Evidence-based Web Site for ESSA

The Center for Research and Reform in Education at Johns Hopkins University has announced a February release for a website that reviews every math and reading program for grades K to 12 to determine which meet the strong, moderate, or promising levels of evidence defined in the Every Student Succeeds Act (ESSA). This web site is designed to provide education decision-makers at the state, district and school levels, teachers, parents, and the public with the information to ascertain which programs meet the ESSA evidence standards.

 

Positive Behavioral Interventions and Supports (PBIS)

The Technical Assistance Center on PBIS provides support states, districts and schools to establish, scale-up and sustain the PBIS framework.

Society for Prevention Research
This organization is dedicated to advancing scientific investigation on the etiology and prevention of social, physical and mental health, and academic problems and the translation of that information to promote health and the well being of the public.
Spurious Correlations
An important rule of research is; correlation does not equal causation. Just because two events track each other over time does not mean that one caused the other. This web site mines data and uses to humor to make the point that for such correlations are often “Spurious Correlations”.
What Works Clearinghouse (WWC)

The goal of the WWC is a resource for informed education decision-making. The WWC identifies evidence-based practice, program, or policy, and disseminates summary information on the WWC website.

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