A qualitative analysis of school psychology trainers’ perspectives on evidence-based practices

2019 ◽  
pp. 1-16
Author(s):  
Jorge E. Gonzalez ◽  
Karen C. Stoiber ◽  
Rebecca J. Clayton ◽  
Milena Keller-Margulis ◽  
Linda A. Reddy ◽  
...  
Keyword(s):  
School Psychology ◽  
Qualitative Analysis ◽  
Evidence Based ◽  
Evidence Based Practices

Are We Preparing School Psychologists for Evidence-Based Practices? Considering Research Methods Curricula

2021 ◽  
Author(s):  
Steven Shaw ◽  
Sierra Pecsi
Keyword(s):  
School Psychology ◽  
Service Delivery ◽  
School Psychologists ◽  
Research Methods ◽  
Training Programs ◽  
Professional Service ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Psychology Training Programs ◽  
Learning School

Professional service delivery in school psychology is changing. The evolution toward complex service delivery (e.g., social justice, social and emotional learning, school climate) in the context of evidence-based practices has resulted in important changes in training and curricula for school psychologists. Training programs have responded to the new directions of the profession by revisiting the focus of curricula while maintaining consistency with the standards established by accrediting bodies and credentialing standards. Despite the evolution of the profession and increased focus on evidence-based practices, research methods and statistics courses have changed little. Research methods curricula, usually not taught by core school psychology faculty, do not often directly support evidence-based practices. Issues and problems of current research methods curricula are reviewed. Revisiting research methods curricula is an opportunity to provide students with the skills to help them become better evidence-based clinicians. Recommendations for school psychology training programs are presented to improve the utility, relevance, and applicability of research methods curricula. More than a relic of an interpretation of the scientist-practitioner model, mindful curricular reform in research methods can be the foundation upon which evidence-based practices and quality school psychology service delivery rests: useful, relevant, and flexible.

Implementing Evidence-Based Practices in School Psychology:  Excavation by De-Implementing the Disproved

2020 ◽  
Author(s):  
Steven Shaw
Keyword(s):  
Clinical Practice ◽  
School Psychology ◽  
Canadian Journal ◽  
Evidence Based ◽  
Critical Aspect ◽  
Evidence Based Practices ◽  
What Works ◽  
Scientist Practitioner Model ◽  
Model Of Practice

The scientist-practitioner model of practice is the most common approach to the profession of school psychology and embraces evidence-based practices as foundations of clinical practice. The focus on evidence-based practices involves not only using the preponderance of research to determine what works, but also how to implement these practices effectively. An important impediment to implementing innovative evidence-based practices is that interventions and practices that have been proved ineffective or of low value continue to be used in education and psychology. What are the issues that assist in discontinuing practices that are widely used, but have been disproved or are otherwise problematic? How can room be made for more effective, innovative, and evidence-based practices? This issue of the Canadian Journal of School Psychology is devoted to exploration of different forms of disproved, low value, or problematic practices, factors that keep these practices alive in schools, and how to best de-implement ineffective and problematic practices. If the scientist-practitioner model is to be defined largely by the implementation of evidence-based practices, then de-implementation will be a critical aspect in the evolution of the profession of school psychology.

scholarly journals Opening Doors to Open Science and Scholarship for School Psychology Research, Training, and Practice

2020 ◽  
Author(s):  
Anthony J. Roberson ◽  
Ryan L. Farmer ◽  
Steven Shaw ◽  
Shelley Upton ◽  
Imad Zaheer
Keyword(s):  
School Psychology ◽  
School Psychologists ◽  
Research Training ◽  
Scientific Evidence ◽  
Open Science ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Questionable Research Practices ◽  
Science Practices ◽  
Research Findings

Trustworthy scientific evidence is essential if school psychologists are to use evidence-based practices to solve the big problems students, teachers, and schools face. Open science practices promote transparency, accessibility, and robustness of research findings, which increases the trustworthiness of scientific claims. Simply, when researchers, trainers, and practitioners can ‘look under the hood’ of a study, (a) the researchers who conducted the study are likely to be more cautious, (b) reviewers are better able to engage the self-correcting mechanisms of science, and (c) readers have more reason to trust the research findings. We discuss questionable research practices that reduce the trustworthiness of evidence; specific open science practices; applications specific to researchers, trainers, and practitioners in school psychology; and next steps in moving the field toward openness and transparency.

Registered Reports, Replication, and the Canadian Journal of School Psychology: Improving the Evidence in Evidence-Based School Psychology

2019 ◽  
Vol 34 (3) ◽  
pp. 175-187
Author(s):  
Steven R. Shaw ◽  
Joseph S. D’Intino ◽  
Ekaterina Lysenko
Keyword(s):  
School Psychology ◽  
Canadian Journal ◽  
Evidence Based ◽  
High Quality ◽  
High Quality Research ◽  
Evidence Based Practices ◽  
Quality Research ◽  
Replication Studies ◽  
Research Protocols ◽  
Review Model

The Canadian Journal of School Psychology (CJSP) is offering scholars the opportunity to register research reports and make research protocols publicly available to promote replication, transparency, credibility, and utility for clinical practice. The purpose of this article is to outline the challenges regarding replication, reproducibility, and evidence-based practices, as well as describe the submission protocol and criteria for acceptance of registered reports. Advances and criticisms of the registered reports model are discussed. Although CJSP will accept submissions through the traditional peer-review model, registered reports and support of replication studies have the objective of promoting high-quality research to improve the research foundation for evidence-based practices in the profession of school psychology.

scholarly journals Implementing Evidence-Based Practices in School Psychology: Excavation by De-Implementing the Disproved

2021 ◽  
pp. 082957352110005
Author(s):  
Steven R. Shaw
Keyword(s):  
Clinical Practice ◽  
School Psychology ◽  
Canadian Journal ◽  
Evidence Based ◽  
Critical Aspect ◽  
Evidence Based Practices ◽  
What Works ◽  
Scientist Practitioner Model ◽  
Model Of Practice

The scientist-practitioner model of practice is the most common approach to the profession of school psychology and embraces evidence-based practices as foundations of clinical practice. The focus on evidence-based practices involves not only using the preponderance of research to determine what works, but also how to implement these practices effectively. An important impediment to implementing innovative evidence-based practices is that interventions and practices that have been proved ineffective or of low value continue to be used in education and psychology. What are the issues that assist in discontinuing practices that are widely used, but have been disproved or are otherwise problematic? How can room be made for more effective, innovative, and evidence-based practices? This issue of the Canadian Journal of School Psychology is devoted to exploration of different forms of disproved, low value, or problematic practices, factors that keep these practices alive in schools, and how to best de-implement ineffective, low value, and problematic practices. If the scientist-practitioner model is to be defined largely by the implementation of evidence-based practices, then de-implementation will be a critical aspect in the evolution of the profession of school psychology.

When is the Evidence Sufficiently Supportive of Real-World Application? Evidence-Based Practices, Open Science, Clinical Readiness Level

2020 ◽  
Author(s):  
Steven Shaw ◽  
Sierra Pecsi
Keyword(s):  
School Psychology ◽  
Real World ◽  
Evidence Based ◽  
Research To Practice ◽  
Evidence Based Practices ◽  
Real World Application ◽  
Readiness Level ◽  
Practice Gap ◽  
Scientist Practitioner Model ◽  
Research To Practice Gap

The landscape of larger events surrounding school psychology has converged to present novel opportunities for narrowing the research-to-practice gap. There is widespread agreement on the value of a scientist-practitioner model and the use of evidence-based practices, yet there remain questions as to exactly how these core concepts are realized. A discussion on whether psychological science can be relied on to deliver real-world practices related to the coronavirus (COVID-19) pandemic led IJzerman and colleagues to develop a rubric to evaluate research for real world application called Evidence Readiness Level. This model is adapted for school psychologists’ use in evaluating and implementing research for clinical practice. Clinical Readiness Level is a rubric that is designed to narrow the research-to-practice gap, provide criteria for evidence-based practices, and specify the value of a scientist-practitioner model of school psychology.

A NATIONAL INVESTIGATION OF SCHOOL PSYCHOLOGY TRAINERS’ ATTITUDES AND BELIEFS ABOUT EVIDENCE-BASED PRACTICES

2017 ◽  
Vol 54 (3) ◽  
pp. 261-278 ◽  
Author(s):  
Linda A. Reddy ◽  
Susan G. Forman ◽  
Karen C. Stoiber ◽  
Jorge E. Gonzalez
Keyword(s):  
School Psychology ◽  
Evidence Based ◽  
Attitudes And Beliefs ◽  
Evidence Based Practices

Self-Regulation and the Writing Process: Enhancing the Performance of Students With Language and Learning Difficulties

2009 ◽  
Vol 16 (1) ◽  
pp. 28-36 ◽  
Author(s):  
Gary A. Troia
Keyword(s):  
Writing Process ◽  
Self Regulation ◽  
Learning Difficulties ◽  
Evidence Based ◽  
Struggling Learners ◽  
Evidence Based Practices

Abstract This article first provides an overview of components of self-regulation in writing and specific examples of each component are given. The remainder of the article addresses common reasons why struggling learners experience trouble with revising, followed by evidence-based practices to help students revise their papers more effectively.

Sign in / Sign up

Export Citation Format

Share Document