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.

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.

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.

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.

Moving Research into Practice: Can We Make Dissemination Stick?

2013 ◽  
Vol 79 (2) ◽  
pp. 163-180
Author(s):  
Bryan G. Cook ◽  
Lysandra Cook ◽  
Timothy J. Landrum
Keyword(s):  
Special Education ◽  
Education Research ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Ongoing Research ◽  
What Works ◽  
Effective Dissemination ◽  
Research Findings ◽  
Practice Gap ◽  
Traditional Approaches

Although researchers in special education have made significant advances in defining and identifying evidence-based practices, scholars often constitute an insular group that disseminates research findings primarily through outlets and venues targeting like-minded researchers using traditional approaches. Thus, despite tangible results in determining what works, using dissemination approaches that fail to resonate with or influence practitioners represents an important but often overlooked contributor to the ongoing research-to-practice gap in special education. The authors argue that empirical and theoretical literature outside of special education may offer insight into how ideas take hold, which may be especially relevant to the effective dissemination of evidence-based practices. Drawing on Heath and Heath's (2008) model, the authors describe 6 characteristics of messages that are likely to “stick”: (a) simple, (b) unexpected, (c) concrete, (d) credible, (e) emotional, and (f) stories. The authors consider each in terms of implications for dissemination of special education research findings, and urge special education researchers to consider researching, refining, and applying dissemination strategies that can make special education research matter on a broader scale.

scholarly journals The New Embryology Journal Club - eJC STAR format: An equation for evidence-based education and embryologists’ empowerment

2021 ◽  
Author(s):  
Fadi Choucair ◽  
Nagham Younis
Keyword(s):  
Clinical Practice ◽  
Critical Appraisal ◽  
Scientific Literature ◽  
Journal Club ◽  
Journal Article ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Traditional Lecture ◽  
Journal Clubs ◽  
Club Meeting

Journal clubs are a valuable tool to assist learners in the evaluation of scientific literature and to promote the adoption of evidence-based practices. The Middle East Fertility Society Embryology Specialty Interest Group developed a concise journal club to enhance the engagement of embryologists and provide the structure of a journal club. The embryology journal club STAR format is a monthly super group journal club meeting in which an invited presenting “star” author exposes his group’s article to the entire embryologist’s community. In our modified approach, instead of a traditional lecture, the journal article to be discussed will be sent to participants in advance in conjunction with the STAR (Study design validity, Tackling the methodology, Analysis of the results, Reflecting the results into practice) critical appraisal checklist and a short online quiz to be completed before the meeting. The concise embryology journal club STAR format may be beneficial for embryologists to help them develop an efficient and consistent means to appraise evidence in clinical practice and stay abreast of the latest clinical research.

Pasteur's Quadrant as the Bridge Linking Rigor with Relevance

2013 ◽  
Vol 79 (2) ◽  
pp. 147-161
Author(s):  
Garnett J. Smith ◽  
Matthew M. Schmidt ◽  
Patricia J. Edelen-Smith ◽  
Bryan G. Cook
Keyword(s):  
Communities Of Practice ◽  
Instructional Practices ◽  
Design Research ◽  
Evidence Based ◽  
Discourse Communities ◽  
Educational Design ◽  
Evidence Based Practices ◽  
Classical View ◽  
Educational Design Research ◽  
What Works

A tension exists between educational practitioners and researchers, which is often attributed to their dichotomous and oftentimes polarizing professional ideologies or Discourse communities. When determining what works in education, researchers tend to emphasize evidence-based practices (EBPs) supported by research that is rigorous and internally valid, whereas practitioners tend to value practice-based evidence (PBE) that is relevant and externally valid. The authors argue that these separate mindsets stem from the classical view of research as being either rigorous or relevant. In his canonical Pasteur's Quadrant, Stokes (1997) proposed that rigor and relevance are complementary notions that, when merged, further the production, translation, and implementation of instructional practices that are both rigorous (i.e., evidence-based) and relevant (i.e., practice-based). The authors propose educational design research (EDR) and communities of practice (CoPs) as frameworks through which to realize the promise of Pasteur's quadrant.

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.

Disseminating, Teaching, and Implementing Evidence-Based Practices

2016 ◽  
pp. 247-266
Author(s):  
John C. Norcross ◽  
Thomas P. Hogan ◽  
Gerald P. Koocher ◽  
Lauren A. Maggio
Keyword(s):  
Implementation Science ◽  
Empirical Research ◽  
Healthcare System ◽  
Research Evidence ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Evidence Based Practices ◽  
What Works ◽  
System P

Moving research evidence from science to service, from the lab bench to the bedside, poses a challenge for evidence-based practices (EBPs). Translation(al) research inclusively refers to the process of successfully moving research-supported discoveries into established practice and policy. This chapter begins with synopses of the empirical research on predicting adoption of EBP and the barriers to its implementation. The chapter then reviews effective methods for disseminating, teaching, and implementing EBPs. Like EBP itself, the new field of implementation science sensitively integrates the best research evidence, clinical expertise, and staff characteristics and preferences into deciding what works in each unique healthcare system.

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